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Circular baitak - Dr. Datta kumar, Treasurer interacting with faculty members regarding activity based learning on 3-4-2021.#activitybasedlearning #teachinglearning #interaction #learningisfun (at NIE Institute of Technology) https://www.instagram.com/p/CNWjlp0h447/?igshid=1oex7rdcba3th
First stop. What does this blog offer us in relation to the teaching-learning of the English language?
I hope this blog manages to be an extension of the teaching-learning process, a place where students of any grade and teachers share experiences and relevant information about English, today, this medium will become a planet full of good energy and encouragement. for learning-teaching, making use of various strategies, digital tools, and teaching materials.
Yoany Palomino Pineda.
As far as I know the teaching-learning of the English language is very important since they help the process in education by strengthening their competencies and capacities.Moreover, today there are many techniques and technological tools where students can interact reaching have great potential in the foreign language reaching the final goal where they will realize their learning. On the whole I consider that as future language teachers we must be part of the progress of the development of learning and innovate communicative approaches in our students who are immersed in the management of ICTs.
Nicole Rojas Felix.
The process of learning is a process where teachers interact whit their students, also teachers share their previous experiences about a relevant topic, while teaching is a process where teachers only transmit knowledge about a course, so the teaching-learning process is a set of steps systematized and its intention is the instruction theoretician - practical, the same thing that allows to human develops, improves habits, attitudes, and knowledge.
Katherine Ayala Huamán.
For me learning English is really important in my country, it might opens a lot of the doors in the environment working, because English is a language spoken around the world but if we see our reality the way of learning in our students we can realize that our student don’t take enough attention to English classes because they don’t like it or sometime they don’t understand and don’t catch their attention, I think if the teacher would do didactic classes our students would have more interest in English classes.
Jair Ramos Valladolid.
Child life practicum delivers amid COVID-19 pandemic
COVID-19 nearly canceled this summer’s field-based practicum for Bloomsburg University’s child life specialist program.
Instead, the 28 students made history by going virtual with their 120-hour experience with Camp Victory in Millville and the Great Ormond Street Hospital for Children in London, United Kingdom. It was a first of its kind virtual child life practicum, according to Michael Patte, professor of teaching and learning and child life specialist.
“Both face-to-face experiences were canceled due to the COVID-19 pandemic,” Patte said. “With some creative thinking, Colleen Cameron (instructor of teaching and learning and certified child life specialist) conceptualize offering the practicum virtually.”
In fact, the virtual option may have proven even more worthwhile according to Amanda Kline, a medical imaging major who is pursuing minors in child life and gerontology.
“Initially, I planned on traveling abroad for this practicum in London,” said Kline, who has volunteered abroad twice with MEDLIFE during her time at Bloomsburg. “Once I found out there would be an online option I was totally on board! Although working hands-on with children and child life specialists at Camp Victory and Great Ormond Street Hospital was ideal, this online experience allowed us to connect with both sites.”
Patte said one of the practicum requirements was creating and implementing various play plans spanning a variety of developmental domains (expressive arts, music and movement, nature, and mindfulness).
“For Camp Victory, our students produced play plans in hard copy format and then create videos of themselves implementing these activities which are then uploaded to Camp Victory Facebook Page,” Patte said. “Then campers and families could view and participate in the activities anytime that was convenient.”
According to Patte, practicum students implemented their play plans with Great Ormond Street Hospital for Children synchronously, in real-time with the children and families.
“Because of coronavirus, observations and volunteer hours are nearly impossible to obtain, but we actually had the opportunity to gain experience virtually,” Kline said. “We worked with a variety of patients of different ages, developmental stages, diagnoses and units. Every play worker provided different activities and perspectives that really helped me develop a sense of what it looks like to work with children and families in medical settings.”
This experience gave Kline a taste of what to expect in her future career field.
“I’ve always wanted to work in healthcare with children,” Kline said. “Having a clear understanding of how to work and communicate with children in a medical setting will be applicable in (my field).”
Adding to the practicum learning environment, according to Kline, were several professional development speakers from all over the world who work with children, including the famed Patch Adams, as well as a virtual play conference to close up the practicum.
“Hearing from a variety of professionals who work with children in hospitals, refugee camps, orphanages, schools, etc. has personally helped me broaden my view on the child life field,” Kline said. “She added, “This (child life) minor has helped me have a greater understanding of childhood development, the importance of play, and had the chance to connect with a variety of professionals in the child life field and beyond.”
Child Life Specialist
BU's Minor in Child Life Specialist and Child Life Specialist Certificate are the first of their kind in the PASSHE system.
-> Child life specialists are pediatric health care professionals who work with children and families in hospitals and other settings to help them cope with the challenges of hospitalization, illness, and disability. -> Child life specialists provide children with age-appropriate preparation for medical procedures, pain management and coping strategies, and play and self-expression activities. -> Child life specialists also provide information, support, and guidance to parents, siblings, and other family members.
Child Life Specialist Minor Course Descriptions
PROFSTUD 340 – (3) – The Children & Families in Medical Settings course introduces students to the role of a child life specialist and a psychosocial care framework of children and families in medical settings. Through a review of historical and current influences in pediatric healthcare settings, basic child life theory and practice will be explored.
PROFSTUD 341 – (3) – The Death, Dying, & Loss: Child & Family Perspectives course provides students with an understanding of pediatric death, dying, and loss by exploring the psychosocial, sociocultural, and ethical aspects of loss and through examining concepts of grief and bereavement. Theories of child and adolescent development provide students with a comprehensive framework for understanding illness and end of life care.
PROFSTUD 342 – (3) – The Applied Research Methods course helps students to understand and critically evaluate research, develop basic skills for conducting research, and to apply these skills in practical settings.
PROFSTUD 343 – (3) – The Child Life Practicum course provides students with the opportunity to work with hospitalized children and their families under the supervision of a Certified Child Life Specialist. Practicum students will observe pre-procedural preparation, procedural support and distraction, and medical/therapeutic play. Practicum students will also facilitate playroom programming and bedside play activities.
PROFSTUD 347 – (3) – The Play & Expressive Arts for the Developing Child course provides an overview of the principles of therapeutic play, including history, theories, techniques, applications, and skills. The content focuses on understanding the role of therapeutic play as applied to clinical and non-clinical settings with children, adolescents, and adults.
PROFSTUD 414 – (3) – The Child, Family, and Community Engagement course introduces students to the family as a social system, including historical and contemporary theories related to family structure and functions, interaction patterns during times of transition, and the dynamics of family life. Students examine diverse family systems, including parenting, caregiving, and family life from a cross-cultural perspective. From a clinical perspective, students learn how factors such as abuse, violence, and poverty influence development and how multidisciplinary teams provide optimal care to the child and family.
(*) Courses, which are offered in both online and face-to-face formats, will be taught by BU faculty along with certified child life specialists.
Interim vice provost named Hispanic Association of Colleges and Universities fellow
Bloomsburg University’s Interim Vice Provost Mindy Andino has been named a Fellow for the Hispanic Association of Colleges and Universities (HACU).
Andino, an associate professor of teaching and learning, is one of 26 fellows from across the country selected for HACU’s second cohort of its Leadership Academy/ La Academia de Liderazgo.
La Academia seeks to increase the number of talented individuals who aspire to leadership positions of existing and emerging Hispanic-serving institutions. Fellows selected for the program participate in an array of leadership development activities that will prepare them for leadership roles in the full spectrum of higher learning institutions and in Hispanic-serving institutions.
“I am honored to have been chosen as a fellow by The Hispanic Association of Colleges and Universities for the coming academic year,” said Andino. “I look forward to learning from an outstanding group of mentors from around the country as we work to increase diversity in higher education leadership as well as being able to better serve our Hispanic students and all students of difference here at BU.”
“Congratulations to Dr. Andino on this well-deserved honor. Through this fellowship experience, Dr. Andino will engage with and learn from other leaders in higher education from across the country for the benefit of our students, and particularly our underrepresented students, “ said Bloomsburg University President Bashar W. Hanna. “The focus of this HACU program is to champion student success, which aligns perfectly with BU’s strategic priorities.”
The one-year fellowship program includes three seminars, with the first taking place in October 2020, in conjunction with HACU’s 34th Annual Conference, “Fostering Excellence and Social Justice.” The second seminar will lead into HACU’s 26th Annual Capitol Forum on Hispanic Higher Education in April 2021. The third seminar will be held in late spring or early summer of 2021, with a focus on international collaborations.
More than a dozen nationally recognized current and emeriti presidents and senior-level administrators will serve on the faculty. Mentorship with a university president will be a key component of the fellowship, as will be the development of a special project designed to have an impact at the Fellow’s current institution.
Andino earned her bachelor’s degree in communications from Rutgers Cook College, her master’s degree in administration and supervision of education from Rutgers University, and her doctorate in education from Rutgers.
HACU, founded in 1986, represents more than 500 colleges and universities in the United States, Latin America, Spain, and school districts throughout the U.S. The mission of HACU is to Champion Hispanic Success in Higher Education. HACU is the only national association representing existing and emerging Hispanic-serving institutions. The association’s headquarters are in San Antonio, Texas, with regional offices in Sacramento, Calif., and Washington, D.C. More information is available at www.hacu.net.
MEP practicum provides rewarding experience
Bloomsburg University’s Migrant Education Program practicum extends beyond the typical teaching experience.
“The environment of the summer MEP was always positive and promoted ongoing learning, not only for the students, but for the interns as well,” said Molly McCafferty ’18, a two-year MEP participant and recent education graduate. “The main goal of MEP is to ensure all migrant students achieve challenging academic standards and graduate with a high school diploma (or complete a GED, and upon graduation are prepared for responsible citizenship, further learning and productive employment.”
McCafferty initially got involved with the MEP through BU’s three-credit summer practicum program offered. This past summer, she returned as a hired educational assistant.
“My practicum and MEP employment were significant in my preparation as a future educator,” McCafferty said. “It provided me with professional experience and enhanced my own education. MEP afforded me the opportunity to learn from experienced mentors and even though the summer program has ended, my relationship with my mentors is ongoing.”
McCafferty is one of a handful of College of Education students granted the opportunity to participate in this program. Reina Alberto ’18, also spent two summers with the program. First with the practicum program and then as a hired aid. Being from the Hazleton area, Alberto has a special connection to this program.
“I have a lot of personal sympathy for some of these students,” Alberto said. “Some have families who work tremendous amount of hours to be able to provide for them. This program is a stepping-stone into bridging the foundation between school and home. The power this program has is really enriching for the Hazleton community and I’m proud to be a part of it.”
According to Caryn Terwilliger, MEP practicum coordinator, the month-long summer experience at Hazletown School District offers numerous learning experiences.
“Practicum participants are paired with a mentor teacher in their area of certification to enhance cultural competence through the teaching of formal lessons, attendance in professional development workshops emphasizing ESL strategies and practices and through collaboration with families and teachers to plan for student success,” said Terwilliger, professor of teaching and learning. “The practicum is open to all education majors who have been formally admitted into the program.”
Students interested would be required to travel to the Hazletown area Monday-Friday for five weeks out of the summer. The practicum exists with the support of the Central Susquehanna Intermediate Unit who provide educational aid to the eligible Migrant Education students residing in 27 counties in the region.
— Jenna Fuller, mass communications major
Education majors assist in migrant education program
Children of migratory agriculture workers have a better chance at future academic success thanks in part to a program called the Migrant Education Program (MEP) and students in Bloomsburg University’s College of Education are playing an important role.
The MEP, which just concluded its 22nd year in Hazleton and third year in Harrisburg, is a four-week program designed for children from kindergarten through grade 11, whose parents are involved in the agricultural business as migrant workers. At both sites, BU is partnering with the CSIU Migrant Education Program to facilitate a summer school/camp experience for English learners. This year the Hazleton program featured 70 students.The theme of this year’s session was the rain forest.
The National Migrant Education Program was established more than 50 years ago and exists today in most states to provide educational support to a highly mobile student population by utilizing experienced coordination among participating states, a national student information database, a sophisticated intrastate database and customized, evidence-based instruction to participants.
Caryn Terwilliger, associate professor of teaching and learning, spearheads the program for Bloomsburg University students.
“Our education majors participating in the MEP summer school/camp earn college credit while gaining valuable teaching experience that provides language and academic support to assist English learners,” Terwilliger said. “Having BU education majors working with learners in their certification area and being mentored by MEP teachers creates opportunities for these future teachers to understand how to plan and implement learning activities that are meaningful and relevant to the varied needs of their learners. Furthermore, this program provides our education majors a greater understanding of the important role of building professional rapport and relationships with students and their families.”
Molly McCafferty ’18 is in her third year working with the students in Hazleton and says the program not only benefits the children but also the BU students who participate in the program.
“I was studying abroad in Spain and just happened to be checking my email and saw a note from (BU professor) Dr. (Caryn) Terwilliger looking for help,” said McCafferty. “I started as an intern, then became an assistant and this year, I served as a teacher for students in grades 9-11.”
McCafferty added. “It’s a real joy to see the progression of the students learning, even from the second week to the fourth week, and knowing you are helping them get caught up in school. I also see them gain much more confidence in areas like reading and math. It is very rewarding.”
Michael Fox ’17, from Hazleton, is a fifth-grade teacher in the Hazleton School District. He started at Bloomsburg as an accounting major but soon changed his major to education. “I’ve always had a passion for teaching and I wanted to be involved in a hands-on program where I could work very closely with the students. This program offered that and more.”
A vital part of the preparation for any teacher is the work in preparing the lesson plan. The MEP is hands-on in that regard.
“Each Friday we plan for the following week by spending four hours getting ready,” says Fox. “We teach two lessons each day. Dr. Terwilliger then observes us. It is very helpful.”
One BU graduate, Jenny Lipps ’16, who knows first hand how the students feel because she arrived in the United States from Equador not knowing English.
“It was important for me to be part of this program because I wanted to share what I know and work to become a teacher,” said Lipps. “I know exactly what these students feel when they walk into the classroom and don’t understand anything.”
“In class, when you can’t understand what’s being said, it’s like waking up from a coma,” said Lipps, who came to the United States in 1992. “You can’t comprehend anything. You have to learn how to do everything all over again. Even how to dress and eat, all while trying to learn a new culture.”
“For the kids, it's tough,” Lipps added. “They move and get sent to school and are expected to know what’s going on in the classroom. I wish this program was bigger and could help more children.”
The program benefits children of all ages, but the younger the student, the easier it is for them to learn.
“This program strengthens the students both academically and socially,” said Fox. “Those coming in as kindergarteners are learning the basics, so in August when they start school they have a base to work from.”
Children can be in the program for up to three years and in those three years can have quite a progression in their skills. Reina Alberto ’18, a native of the Dominican Republic, is in her third year with MEP.
“There was a student in the class my first year when I was doing a practicum,” said Alberto. “I’ve had him in class for each of the three years I have been here and I can really see the progression in language and confidence.”
Along with McCafferty, Fox, Lipps and Alberto, Jennifer Canales and two current BU students, Rebecca Bove and Alissa Hetherington were also part of the program. Both Bove and Hetherington feel the program gave them the confidence they needed to be teachers and the knowledge that they made the right decision in wanting to be a teacher.
“The benefits of the MEP summer school/camp always exceeds what our education majors expect,” Terwilliger said. “Not only does this experience develop their ideas about teaching and learning, but it also enhances their cultural awareness.”
European Practicum visits UK forest school
It’s pretty evident — and rather fitting — that the students at Fagley Primary Forest School enjoy having class outside. Micah Beiter, a secondary education major, saw just that on one of the signature visits for Bloomsburg University’s European Practicum this summer.
“Teachers in the U.S. rarely have any of their activities outside anymore, unless you count recess,” Beiter said. “From what I saw, the students at the Forrest School were very engaged, none of them complained, and each of them took something away from it. As a teacher that’s exactly what you want from your students.”
Each year during the abroad summer practicum undergraduate students and faculty from the College of Education visit the United Kingdom and Italy to immerse themselves in various pedagogical approaches unavailable to most public school children in America.
This summer one of the remarkable sites the group visited — according to Michael Patte, professor of teaching and learning — was the Fagley Primary Forest School in Bradford, UK.
“When I become a teacher, I definitely plan to do some of my class lectures outside and with a concentration in history, I’ll probably have them make a movie about a historical event and allow them to some of it outside.”
According to Beiter, a key highlight to the visit was seeing all the different pedagogies European schools use to approach education.
“Teachers there really seem to give students opportunities to express themselves in different ways and let them learn through their interests,” Beiter said. “It was just a very insightful experience.”
He added, “Practicums like these offer education majors experiences in diversity and gives them new ideas on how to approach their future students. It gives them a different experience and a different perspective they likely won’t get at American practicums.”
Across the Pond and into the Woods
On May 21st, we were proud to welcome Primary Education students and their professors from Bloomsburg University to our Forest School. They were keen to discover how the participant led nature of Forest School enabled the children to develop a range of essential life skills whilst embracing the beauty and wonder of the natural world.
Our Year 6 children were eager to share their memories of the times they have spent at Forest School whilst at Fagley Primary School. They reflected on the challenges they had overcome and skill they had gained, speaking passionately about how these experiences had helped them to prepare for future challenges ahead of them. Our children were also excited to introduce the visitors to some of the activities they have enjoyed taking part in during their sessions. These included games such as Meet-a-Tree. In this game, the students were required to put their trust in their partner as they were led blindfolded through the woodland to 'meet a tree.' Whilst blindfolded, they were encouraged to use their senses to build up a mental image of the tree before being led back to the starting point. The blindfolded partner then removed their blindfold and attempted to find the tree they had been led to.
There was also time to make friendship braids, dens and enjoy the sights,smells and sounds of the woodland over a cup of hot chocolate. It was clear that both our children and the visiting students found it a valuable shared experience.
European Practicum visits Montessori farm
Each year during the European Summer Practicum undergraduate students and faculty from Bloomsburg University’s College of Education visit the United Kingdom and Italy to immerse themselves in various pedagogical approaches unavailable to most public school children in America.
“Although this practicum is different from most at Bloomsburg, it was extremely informational about styles of teaching we learn about in various courses,” said Lauren Purcell, an early childhood education major. “Not only did we get to learn about the different approaches, but we were fortunate enough to experience, observe and interact with students within these approaches.”
This summer one of the remarkable sites the group visited — according to Michael Patte, professor of teaching and learning — was the Rigg Farm Montessori Nursery in Harrogate, North Yorkshire, UK.
“Experiencing this firsthand really helped us understand what it took to make these styles so successful,” Purcell said. “This was an unforgettable experience that helped me not only with my current education but also in my future classrooms.”
