Scratch, The Beginning of Coding for Young Children

Bayan Khalil, Verrazzano Class of 2024, completed major in SLS Early Childhood

Through my research, I gained a profound understanding of the significance of digital literacy and computational thinking. Initially, when introduced to Scratch, I harbored little interest. However, collaborating closely with my mentor Dr. Ting Yuan enlightened me to its potential to revolutionize the landscape of computer science.

When looking at today's job market it is revealed that the most high-paying and sought-after positions involve some form of coding. With no prior coding experience, I wondered how individuals could grasp such concepts, especially later in life, when we could introduce this process at a younger age to ensure accessibility for all students. Not only would students acquire fundamental skills essential for future employment, but they would also develop a deeper comprehension of the digital realm, enabling them to navigate it more adeptly than ever before.

The integration of computational thinking into school curriculum is pivotal for children's development, fostering problem-solving skills and enabling them to discern its real-life applications. This structured problem-solving approach proves invaluable not only in coding but also in real-world scenarios.

My journey with Scratch opened my eyes to how a children's digital platform could revolutionize STEM education in schools. It stands out as an exceptional introductory tool, presenting a block-based interface that allows them to develop both technical and creative skills. My research underscores its superior engagement compared to traditional teaching methods. Students are naturally drawn to its interactive nature, fostering an environment where they can experiment and take control of their learning, potentially reaching a level of proficiency sought after by high-tech industries while still in school.

Scratch transcends barriers, fostering inclusivity and accessibility, particularly for students with disabilities. It not only facilitates communication but also encourages creative exploration and bridges language gaps. Most importantly, teachers play a pivotal role in facilitating this learning journey. They serve as guides, ensuring a smooth learning process tailored to individual needs. As I prepare to embark on my career as an early childhood educator, I recognize how this shift in teaching methodologies emphasizes the importance of understanding students' preferences and leveraging technology to enhance their educational experience.

My collaboration with Dr. Yuan has fundamentally altered my perspective on teaching, enriching my understanding of how to become a more effective educator. I am immensely grateful for the opportunity to work alongside such an exceptional professor and eagerly anticipate future collaborations. Even as I graduate from college, my journey with Scratch is only just beginning.

Incorporating an ASL Curriculum for Students in Grades 1-6

Gianna Occhiuto, Verrazzano Class of 2024, completed major in SLS (1-6) and minor in ASL

When I was in fifth grade, a select few students took an American Sign Language class as an extracurricular activity. I never had the opportunity to join the class, but a lot of my classmates did, and they communicated with each other through sign language across the classroom. I was fascinated by how my classmates were communicating with each other without speaking. When I started as an undergraduate at CSI, I had the opportunity to take ASL as one of my major requirements and fell in love with it. I learned so much about the language, along with the culture.

As a childhood education (grades 1-6) major with a minor in American Sign Language (ASL), I was inspired to create a capstone project that would bridge these two areas. Throughout each of the ASL courses that I have taken, I have gained an appreciation for the language, culture, and community. The result was an ASL curriculum for childhood education, a tool that not only explores the benefits of teaching ASL to hearing students but also paves the way for its incorporation into my future classroom as a teacher. I worked with Russell Rosen, my professor for ASL 215 (level IV) and 220 (Deaf People, Community, and Culture). Professor Rosen provided great insight into what should be incorporated to create a successful curriculum for teaching ASL. There is a gap in previous studies, meaning there is no curriculum for grades 1-6; there are various curriculums that high schools and colleges use based on the state. An ASL curriculum should be aligned with state standards based on the grades the students are in.

Throughout my research, I learned a lot of valuable information that I will utilize when incorporating an ASL curriculum into my classroom. Teaching ASL as a second language has various benefits, such as cognition, memory, brain development, sight, comprehension, play, and movement. It also improves students' self-esteem, engagement, and enrichment.

While completing my project, I reflected on my experience as a student teacher. I decided that teaching each lesson of the curriculum should follow the workshop model (I Do, We Do, You Do) because I found it successful when teaching my students. In addition, it would be beneficial for English Language Learners (ELL) students to learn sign language to help them learn English.

Teaching ASL as a second language to students in grades 1-6 will create meaningful teaching moments that students will cherish in their educational careers. The curriculum will promote an inclusive, diverse, and equitable student classroom.

SLS Major Reflects on Medieval and Early Modern Cultures Course

 

Grace Lefkowitz, Verrazzano Class of 2021, completed major in SLS (1-6)

As an SLS major with a concentration in Childhood Education for grades 1-6, I have taken several education courses as well as general education courses to help me prepare to become a successful educator in the near future.

In the Spring of 2020 I took an SLS 302 course that was taught by Professor Gerry Milligan who also happens to be the director of the Verrazzano Honors Program. I had such a wonderful experience taking this course as I had the opportunity to read about  interesting pieces of literature that were rich with culture, values, and ideas. Some of the readings that we studied were Dante's Inferno, Thomas More's Utopia, The Heptameron, and Return of Martin Guerre. Throughout studying the readings, we had many deep and meaningful discussions on how they could connect to each other. We analyzed the cultures, and what was valued during that period as well.

Even though the class ended up being online towards the end of the semester, it was still an amazing course as Professor Milligan made it an enjoyable experience. We met over Zoom and discussed the readings, and we shared our thoughts about the interesting readings on the Blackboard discussion page.

When I am a teacher, I look forward to introducing what I learned about in this class with similar themes and cultures.