News & Highlights
If you a teacher like me, you have been around the block with literacy articles, pedagogy, and PD’s. But how many of us have had a glimpse into the international world of disciplinary and digital literacy? I’d love to share the following interview with you; a look into a 5th grade Turkish classroom and the social studies unit that Sarah Kilinç, an American educator, planned and executed.
Ashley Shifflett, a graduate assistant (GA) for a grant-funded project with Loyola’s EdTech program, presented in a hybrid round table with Assistant Teaching Professor, Irene A. Bal, and the instructional designer of the grant, Matt Connell, at the 2022 Association of Educational Communications and Technology (AECT) International Convention in October 2022
The students of the Loyola Education Society hosted a Wrapping Party for CCSJ’s Presence for Christmas event. We had representatives from the Education department, the Speech-Language Pathology department, and members of the men’s and women’s swim teams come together to wrap presents for children in the greater Baltimore community. Christmas music played and students of all class years were able to socialize as they helped those in the area.
When students participate in an investigation or engage in scientific activities, it helps them build their understanding of what science experts do in their daily job. The field of science has many different sub-disciplines such as zoologists, biologists, engineers, and even astronomers. In this blog post, you will learn different activities or lessons that you can incorporate into your classroom to help your students build a deeper understanding of what a zoologist does in the field.
Emily Ancona, student in the Loyola Master's of Education in Literacy Program and teacher at Clemens Crossing Elementary School, explores how to incorporate social-emotional learning (SEL) in the kindergarten social studies classroom.
The School of Education at Loyola University Maryland “shapes accomplished educators,” and the online Educational Technology Program had four “accomplished educators” present at the 10th Annual Common Ground Maryland 2022 Educational Conference November 17-19, 2022. Eric Hines, Cathy Stoll, Brittany Powell, and Kristen Hussey presented their research and course work shifting into technology leaders, a focus of the Educational Technology Program at Loyola.
Leah Katherine Saal, Ph.D., associate professor of literacy education, and Lisa Schoenbrodt, Ed.D., professor of speech-language and hearing sciences, received a $197,715 grant to educate and train supervisors at Maryland correctional facilities in best practices for interacting with incarcerated people who have developmental disabilities. The pilot training program, “LEADing to Learn,” will increase the supervisors’ awareness of how to engage with people with developmental disabilities and establish a model for future trainings.
As an English teacher, I am always looking for creative ways to get my students excited about writing. If you have any experience teaching writing to middle schoolers, you have an idea of just how difficult of a feat this can be. However, a fabulous colleague of mine, Ms. Laurel Wenzel, was able to bring new energy to the writing process by encouraging her students to represent their evidence-based claims through the world of Minecraft. I sat down with Ms. Wenzel to learn a bit more about her integration of Minecraft into the writing process in her sixth grade world studies classes.
Ann E. Prizzi and Terah Minor-Jones, two students from the Educational Technology Program in the School of Education at Loyola University Maryland won the Nova Southeastern University Award for Outstanding Practice by a Graduate Student in Instructional Design from the Design and Development Division of the Association of Educational Communications and Technology (AECT) in October 2022.
When we think about literacy instruction, many of us may envision teaching reading and writing skills within Language Arts only. It may even be hard to picture ourselves teaching reading skills within the math classroom. Specifically, we might have the mindset that literacy instruction does not belong within the math classroom or that you just don’t have the time to teach students how to read when you have to teach them how to do math! This bodes the question, “why is it important to teach literacy skills in math?” One way to reflect and broaden our thinking is to ask ourselves: What are the literacy demands associated with reading and understanding the range of texts students are likely to encounter in the math classroom? Once we have identified these demands, it will likely shed some light on the broad range of literacy skills students need to demonstrate their understanding of math concepts. From there, we can explore how to incorporate these literacy practices into our math instruction, relating them to the skills used by experts in the field and aligning them with Common Core State Standards.