Teach Now (Teacher Certification): Planning for English Language Learners

Module 2 Unit 4 Activity 3

Planning for English Language Learners

At the beginning of next semester, I will be teaching my university ELLs a unit about food. In this unit we will learn about different tastes and textures, positive, neutral, and negative adjectives about food, and also explore where different types of dishes come from.  *I have to ask students at the beginning of this class if anyone is allergic to any type of food just to be cautious and safe.

·         Level: University English language Learners

·         Subject: Food

·         Objective: Students will be able to recognize and describe what their food tastes like, if they like what they are eating, and also be able to identify where the dish originates from.

·         Activity: I bring in different types of food i.e. candy, coffee, Tabasco sauce, cream cheese, chips, lemon juice, bread, and a sleeping mask. After teaching my lesson, we always do a blind taste test as it is more authentic, memorable, and students love seeing each other’s reaction.

Stage 1: Pre-Production

This is the period where the students don’t talk too much and they may be parroting. They might have had anywhere from 10 hours to 6 months exposure to English. Their receptive vocabulary is about 500 words but they are not yet talking. These new ELLs respond well to visuals and TPR works well with them. Teachers should focus on building their receptive vocabulary.

1.    Students will be shown different types of slides on a PowerPoint/Prezi with picture of one food item: lemon, limes, oranges, vinegar

2.    I would make a facial expression regarding that taste.

3.    Students will repeat “sour” after me and when I lay out the different types of food I brought, I would have them point at the sour food item (lemon). I would repeat this with all the other food items that I brought.

4.    Then I would put a thumbs up for good, or thumbs down for bad or shake my hand to describe a neutral feeling towards food.

Stage 2: Early Production

In this stage, students increase their receptive and active vocabulary to about 1000 words. They have about 3-6 months – 1 year exposure to English. They can use one or two word phrases and answer simple yes/no questions.

1.    Repeat step 1 and 2 from the pre-production stage.

2.    I would let the students repeat “sour” after me and instead of getting students to point at the sour food item (lemon), I would pick up a different food item and ask them, “Is this sour?”, and they can answer with “Yes/No.”

3.    Instead of with only gestures, I would ask them to use words such as “good”, “bad” or “so-so” to describe what the food tastes like.

Stage 3: Speech Emersion

Students expand their vocabulary to around 3000 words. They may have had 1 - 3 years of exposure to the English language. They can also communicate in simple phrases or sentences though they may make some grammatical errors. They can read and understand short stories and can do some content work with help.

1.    Repeat step 1 from pre-production, but I would also include slides food from different countries so they can identify different types of foods.

2.    I would explain the different tastes with facial expressions and a short simple explanation i.e. “Lemons taste sour.”

3.    We would have the blind taste test and I would ask simple questions like, “ What does it taste like?” and they can answer with “sour” or “It’s sour.”

4.    They I can take the blind fold out and ask my student if they liked it or not and they can answer in a short sentence such as, “ I didn’t like it” or “yes, I liked it”.

Stage 4: Intermediate Fluency

In this stage, the students develop their vocabulary to 6000 words. They may have 3-4 years of exposure to the English language. They are beginning to use more complex sentences and can express their opinions and feelings when speaking. There will be struggles and errors with more complex English grammar and sentence structures but they will also understand more intricate concepts.

Stage 5: Advanced Fluency

In this period, students will be near to near-native in their ability to perform in content area learning and they will be proficient in English. They will have exposure to the English language from 4-10 years. In the beginning of this stage they will still need help from the teacher on content areas such as history and social studies.

1.    At this stage, I describe the different tastes; get my students to come up with a few more that aren’t on my list.

2.    We explore adjectives and modifiers to describe food i.e. “Lemons are very sour and a little salty.”

3.    We talk about different countries’ cuisine and culture.

4.    We do the blind taste test and they have to intricately describe the taste of what they ate, the texture, and the extent to which they liked the food, and their reasons.

5.    I usually show them the Kimchi Chronicles (http://www.youtube.com/watch?v=ymUMMUWToSc) afterwards and have a worksheet prepared for them where they have to explain what they watched, the texture of some of the dishes shown and their opinion on culture and food.

References:

1. Hayes, Judie. "Stages of Second Language Acquisition." . everythingESL.net, 1 Jan. 2005. Web. 10 June 2014. <http://www.everythingesl.net/inservices/language_stages.php>.

2. "Second Language Acquisition - ESOL Levels." . Webmaster, 1 Jan. 2005. Web. 10 June 2014. <http://esol.coedu.usf.edu/esolcase/eslevel.htm>.

3. Robertson, Kristina , and Karen Ford. "Language Acquisition: An Overview." . ¡Colorín Colorado!, 1 Jan. 2011. Web. 10 June 2014. <http://www.colorincolorado.org/article/26751/>.

Teach Now (Teacher Certification): Standards and Objectives of ELL Programs

Module 2 Unit 4 Activity 2

This was our second group activity. We had to write a summary with the standards and objectives of two different ELL immersion programs, and make another mindmap comparing the two. I did Korea Poly School as it is a popular and successful immersion program here: 

Standards and Objectives of ELL Programs

By: Caitlin Teg and Analia Kim

Korea Poly School:

Korea Poly School has one of the most popular chains of English immersion programs in Korea. They are successful because their early childhood program is very demanding and all of the students who finish their early childhood program become stage 3 or stage 4 ELLs by the age of 6. Their program is divided into 3 areas. Their first and most popular program is the ECP (Early Childhood Program) which caters to children from ages 4 to 6. The second program is for elementary children from the first grade to the fifth grade, and the last program they offer is for junior-high students from sixth grade to the ninth grade.

Their mission is to "inspire students to achieve the highest standards of intellectual and personal development through a stimulating and comprehensive education program, encouraging students to become critical thinkers and problem solvers as well as promoting them to value their bilingual skills" (KPS, 2009).  There is a tough entry exam for those who do not initially start in their program.This program was developed for kids who studied in an English speaking country and are now living in Korea, but plan to move back at some point. Korea Poly School’s goals is for those children to be integrated back in regular classrooms without going through an ESL program.

Their objective for the ECP is for students to be able to read and listen to several different books for an array of purposes and from multiple genres, be more elaborate in their spoken language, with longer sentences and more intricate vocabulary through retelling and reenacting stories, and to write in complete sentences and simple stories.

For their elementary program their objectives are to understand and interpret texts, including written as well as audio and visual texts, to be able to formulate a variation of types of texts, including those critical to the workplace, to effectively communicate and interact with others in group settings, and to express information through different methods of presentation.

The objective for their junior-high program is for students to comprehend and interpret all types of texts including written, audio and visual texts, compose a variety of writing types, including those critical to high-stakes English tests, to effectively communicate and interact with others in group situations, and to incorporate their concept knowledge in their writings, presentations, and when taking high-stakes English tests.

The program in general creates successful results. These students are reading and writing at a higher level than native English speaking children, but according to the mothers and children who attend there, the workload is extreme (around 2 hours of homework for the ECP students) and most need to hire tutors outside of the program to help them keep up with the program. 

California Dual Immersion Programs:

Despite the push-back bilingual education programs have received in the past number of years, in California, some schools have begun implementing what they are now calling Dual Immersion Programs. These programs are for English Language Learners and their native English-speaking peers. Whereas, in many ELL programs, students are fully immersed only in their second language, these programs emphasize the use of both the first and second languages to ensure that students acquire all necessary cognitive skills and tools required to grasp complex concepts.

If, for example, students were in an Italian-English Dual Immersion Program, kindergarten students would receive 90% of all instruction in Italian. Each year, the percentage of English instruction increases by 10%, so that, by the time students are in fifth grade, half of their instruction is in Italian and the other half is in English. Studies show that students who are able to master concepts and written language in their native tongue first are better prepared to use those tools to master a second language. For the first year or two, students are exhausted and they struggle, but once they break through the barrier, they surpass their native-English speaking peers in most subject matters and are at a clear advantage.

Becoming bilingual at an early age helps students with problem-solving, decision-making, and other important brain functions. Thomas Edison Elementary has a Spanish Dual Immersion Program. Their mission is to “meet the needs of all students by equipping them physically, emotionally, and academically to become healthy, self-confident, and independent learners through a student-centered, multicultural, technology-integrated, collaborative program within a safe and secure environment.”

Dual immersion programs, like those at Thomas Edison Elementary, adapt state standards as needed and teachers are responsible for making sure that curriculum matches these standards, although which content is applied and how it is taught is up to the individual teacher’s discretion. According to TESOL (Teachers of English to Speakers of Other Languages), students will “build knowledge through content-rich nonfiction,” and “reading, writing, and speaking [will be] grounded in evidence from both literary and informational text,” and students will have “regular practice with complex text and its academic language.”

The goals of such dual immersion programs, as stated by the Glendale Unified School District, are to ensure students acquire language proficiency and high academic achievement in both English and Spanish, or any other language the students are studying in their respective dual immersion program. Students will also develop positive self-esteem, cultural awareness, cultural sensitivity, greater mental flexibility, and superior capacity for abstract thought.

Many parents are enrolling their kindergarten-aged children in dual immersion programs, because they see the long-term benefits of the acquisition of two or more languages in our rapidly changing world. Like many popular programs, there is limited space. Another factor parents must consider is the fact that once children are past kindergarten, it is almost impossible for them to catch up to their peers who have been receiving instruction in two languages for at least a year. Children in first or second grade often cannot pass the required entrance exams to be admitted into these programs, because they have not benefited from the dual immersion education program. On a more positive note, if parents want their children to enroll in a language that is not yet included in their district, they may apply to have that language added so that their child has that option.

References

"Academy: Mission Statement." . koreapolyschool, 2009. Web. 10 June 2014. <http://www.koreapolyschool.com/Business/BizAcaIntro.aspx>.

Glendale Unified School District : What is Dual Language Immersion ? Web. 12 June 2014. <http://tees-glendaleusd-ca.schoolloop.com/file/1296917046940/4222003688804735212.pdf>.

Thomas Edison Elementary School: Mission. Web. 12 June 2014. <http://www.thomasedisonschool.org/school-mission>.

TESOL International Association. (2013, March). Overview of the Common Core State Standards Initiatives for ELLs. Alexandria, VA: Author. <http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf?sfvrsn=4>.

Here is our mindmap:

mind42.com/mindmap/5a500a80-935e-43bc-97ad-706908542dab

Teach Now (Teacher Certification): Understanding Cultures and Languages

Module 2 Unit 4 Activity 1

In this activity we had to describe two different cultural groups of ELLs that we might possibly encounter and create a 5 step action plan for promoting social inclusion, understanding, and mutual respect: 

Living in Korea it is rare to have students who are from other cultural groups in an educator’s classroom. However, there is a wide range of immigrant groups who do reside in Korea and on occasion teachers do have some diversity in their classroom. These two cultural groups of people are ones that I have noticed in South Korea.

Chinese

They represent the largest immigrant group living in Korea and make up more than half of the 1.1 million immigrants. The majority is referred to as Han Chinese and they come from the Shandong province in eastern China.

Chinese people have been living in Korea for generations but most of the families whom are not fluent in Korean, are usually those who more recently came to Korea for better opportunities.

Teachers whom encounter Chinese children in their class often speak Mandarin. An example of their Chinese written script looks like this:    汉语 [漢語]. This is written in the Han language and it is very similar to Korean Hanja with similar or same meanings of concepts and words. This makes it easier for their parents to read Korean newspaper headlines, or communicate to other Korean’s by writing.

These students’ families are usually here working on a labor program or they may also be undocumented. Usually the parents expect their children to study hard and be respectful in school as they do not want to draw attention to themselves or their family.

Filipino

This group represents a smaller immigrant group, but yet prominent. They speak Tagalog and according to world standards they use Latin script.

Similarly to the Chinese, this group is usually here on labor visas or through marriage visas as some of them are married to Korean citizens. By the beginning of the 1990’s rising economy, this made Korea become an attractive place to immigrate to. Most of them are here for better opportunities. They are fairly newer immigrants living in Korea when compared to the Chinese.

The students’ families are a bit more relaxed with their expectations but expect their children to be respectful.

The difference between these two groups and the Korean students can be difficult to spot at times, especially with the Chinese students. Often times the Chinese students speak fluent Korean and blend in with the rest of the students. However, from my experience they are quieter and tend to be a bit more respectful as they don’t like standing out.

The Filipino students are usually easier to identify physically and are often are more talkative. Their English speaking ability also seems to be better if they just immigrated recently.

There are some potential conflicts between these two groups and the Korean students as immigration is still a relatively new phenomenon here in Korea. Korea is one of the most homogeneous countries in the world, and students can be segregated or bullied by their Korean peers for being different.

References

Jung, S. Y. (n.d.). Chinese Student Migrants in Korea, Their Choice. . Retrieved June 10, 2014, from http://www.welfareasia.org/5thconference/papers/Song%20Y_chinese%20student%20in%20Korea.pdf

The world's scripts and alphabets - World Standards. (2014, January 15). World Standards. Retrieved June 10, 2014, from http://www.worldstandards.eu/other/alphabets/

Here is my 5 step action plan:

by analiakim

Teach Now (Teacher Certification): Mindmap of Remediation Process

Module 2 Unit 3 Activity 4

This is the first mindmap I have made. I used examtime. See below or click the link here. 

by analiakim

Teach Now (Teacher Certification): Special Education Referral Process

Module 2 Unit 3 Activity 3

I interviewed Catherine Shears who is a paraprofessional at Burntwood Elementary School in Thompson, Manitoba. She spoke to Amanda Devlin who is the counselor at this school and Alison Duggan, who is a resource teacher. The following is the answer she provided.

Amanda Devlin: School Counselor at Mystery Lake District

1.      How is a student identified for special education referral?

Burntwood Elementary has a three level system to classify students with disabilities.  Level 1 is severely disabled children. Level 2 would be less severe than Level 1 and Level 3 would be children with high incident learning disabilities. The homeroom teacher is the primary person responsible for identifying students for referral to the special needs program.

2.      Who takes responsibility for the progress of the child before and after the referral?

The homeroom teacher is responsible for the student before a referral is made. Once the referral is made, the responsibility shifts to the resource teacher and the principal, to begin the process of applying for funding for an IEP.

3.      What is the school administrations directive for special education?

At the Mystery Lake District, the directive is to have full inclusion of special needs students into regular classrooms. An IEP is created with inclusion in mind. Students are only separated from regular classes if they display severe disabilities, which interfere with other students’ learning or hinders the teacher’s ability to properly educate her students. For these incidents, Burntwood has several environments created for special needs students. One example is The Blue Room which is an area for children with emotional disturbances.  This room provides a calm and safe space for these children.

4. What provisions are made for students identified for special education?

Burntwood Elementary School tries to accommodate special needs students as much as possible. There are several provisions put in place to assist special needs learners. They have a variety of paraprofessionals in place to provide support to the students i.e. counselors, pathologists, occupational therapists, teacher aids, and even pediatricians, as many of these students come from unfortunate family circumstances. Very often children enter the system with several health problems such as malnutrition. The main provision is an IEP which is created for each student where teachers make several accommodations and modifications to help children with reading, writing, or math for instance, giving them more time to finish tasks, or breaking down tasks into sections.

5. What is the level of parent involvement in referral process and special education?

Before any IEP funding can be applied for by the principal the parents must be informed about the child’s situation and give permission for the school to follow through on a funding application. Often times, Burntwood Elementary School have children who come from difficult family situations where unfortunately sometimes parent involvement is minimal. Sometimes this puts undue responsibility on the support system at the school.

Allison Duggan: Resource Teacher at Burntwood Elementary

1. How do you identify a student for special education?

For level 1 students we have prior notification of them joining our school. For level 2 and 3 students, we look for obvious inefficiencies in academic skills, motor skills and verbal skills. We perform a variety of tests provided by the district to determine the severity of their disability.

2. What are the signs of a struggling student?

Children in higher grade levels that display inability to recognize the alphabet, numbers, or lack basic social skills, usually put up a red flag for any homeroom teacher. Several students come in with verbal and motor deficiencies. When a student is unable to cut paper or use a pencil correctly, these signs are also key factors in determining if a referral for special education is in need.

3. Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

As with any teacher, we would seek to provide modifications or accommodations to try and improve the level of the student. However from our experience, once a student is on the homeroom teacher’s radar for special needs referral, they rarely hesitate to start a dialogue with the resource teacher or principal for the future of their student’s education.

Reflection

As a university level teacher in Korea, I haven’t encountered many students with disabilities. I found this interview really informative as if I do get a job teaching young learners, I will be able to know the protocol if I do suspect a child of having some sort of disability. As an educator it is our responsibility to not only teach our students but really look after them, and be aware if there are any red flags raised.  The university I work for is a private university and they don’t offer much support for disabled students, other than legal facility standards that they have to meet. I sometimes suspect a few students with learning disabilities or behavioral issues, but often times I’m in a predicament to speak with them about it as it is stigmatized in this society and almost offensive or a form of criticism to them if I would bring it up. It is really sad that this is the situation here. I believe that there could be a lot more help and leaps of improvement in this area and it is unfortunate that very little has been done to better these situations for any student with a disability. My recommendation for our university is to have a phone number or make a webpage for the students where they could call or talk to someone via chat, get some counseling, or advice about where they can get assistance and still remain anonymous to their peers.

Teach Now (Teacher Certification): Role of Special Education in Tomorrow's World

Module 2 Unit 3 Activity 2

I have been teaching close to ten years in Korea and I have never had a single disabled student, in my classroom, nor worked with anyone with learning difficulties. I only started my path as a teacher when I arrived to this country. During the first two years I was here, I was a private tutor for students of all ages. I was teaching children from six years of age up to adults attending university. On my third year here, I got my first job teaching at a university and that is where I have worked for the remainder of the years.  I’d like to think that the reason I haven’t had much involvement with disabled students in my classes is purely by chance.  I sometimes wonder if that’s the case, or if it’s society I live in.

Korea is the land of my parents and ancestors and for that I will always have a deep rooted love for it. Living here I have learned so many things about its culture and people. Like any other country, it has its qualities and its defects.

This is a place where image is of utter importance. You notice it as soon as you arrive to this airport. It is futuristic and grandiose. It makes a great first impression. In my last 10 years here, I have noticed that the facilities for the disabled have increased tremendously. Today, almost all major sidewalks have tactile pavings, all subway entrances have elevator access, every bathroom has a disability stall, and many places including schools are required by law to have wheelchair access, to name a few. There is still a long way to go in the infrastructures especially in older areas, but the change has been remarkable to say the least. With all of this, one would suspect encountering more people with disabilities attending educational establishments and regularly using these facilities, but that is not the case.

Many limitations are still apparent in the Korean education, especially when it comes to diversity in schools. In this educational system, needs are not met for individual students. Instead it commands to conform to the majority and their “standards”. Because of this, it is very difficult for children with disabilities to attend mainstream schools. Korea is the most homogenous country in the world and the bigger problem lies within how the Korean society as a whole, views people with special needs. Being different is shameful and people with physical disabilities are often stigmatized. This causes many of them to attend separate schools to obscure themselves from the rest of the population.

I am hopeful that the situation can shift to a path of notable improvement. Although the societal views have not shifted much about people with disabilities, infrastructure wise, Korea has taken a huge leap to better conditions for these people and at least, that creates more awareness.

On that note I believe that personalized learning in special education is truly important. When it comes to children with disabilities, no two students will be the same and teaching them in one approach for a certain subject will not be beneficial for some.  Because of this, modifying the pace of instruction so that the teaching is more individualized is very important for the students. Adjusting the learning approach so that the instruction is differentiated also something that teachers need to consider with each of their children. Factoring student interests and favoring their experiences (with what they can/can’t do) can help learning become more personalized. The traditional teaching method handles all learners in the same manor regardless of their unique strengths and needs. The only way in which we should treat these students in the same manor is by having them in a classroom with other children their age, as much as possible.

In tomorrow’s world, I believe that technology is going to play a major part in personalized learning with special needs students as it will assist them in multiple ways. Different technology and devices should be available for various needs. Personalized learning is not so much about the technology, but about how that technology will help these learners improve in the future. 

Teach Now (Teacher Certification): Voicethread on Differentiated Instrudtion

Module 2 Unit 3 Activity 1

In this activity, we got given a partner and we had to make a voicethread. 

Clikc here or below is the url you can copy and paste:

http://voicethread.com/?#q.b5825553.i29841249

Teach Now (Teacher Certification): Video on Laws and Policies that Affect Education

Module 2 Unit 2 Activity 3

In this activity we had to make a video and upload it to our YouTube channel. Here is mine. I used a program called Powtoons. 

Teach Now (Teacher Certification): PTA meeting Observation

Module 2 Unit 2 Activity 2

On this activity we had to observe a PTA meeting and write what their strengths and weaknesses were among other details.

Here is what I wrote:

Parent Teacher Meeting

For this assignment, I have observed two PTA meetings via Youtube as I couldn’t attend any meetings this week. One of the gatherings was held at an elementary school, and the other one was at a kindergarten. I have to start off stating that they were both very different.

The first video was held in April 30^th 2014. It was very organized and in my opinion, what a successful PTA meeting should be like. It was not only organized, but also very positive, productive, and inspiring. The speaker started the meeting with an overview of the whole year and a few things that were on the calendar that parents should be aware of before the end of the year i.e. Field Day, benchmarks, fourth grade events and the fifth grade recognition ceremony.

She then addresses two really important points that were coming up. The first one is that they were going to put a paved walking path in their field that would benefit the students’ field days, teachers, it would also be wheelchair accessible, and promote wellness to everyone at the school. She was very thorough explaining that the budget was $15,000 and that they had $2000 saved from grants last year. So instead of making a fund raiser, she has already contacted the director of facilities and finance, and they offered to pay half right away. Then she sent out a few emails to different companies to sponsor this, she was surprised how easy it was for her to receive funds from different places. So unlike having to wait for months, it is already in action and it should be done by the end of the summer, before the children return to school.

Before discussing the second topic, she started by showing everyone a video. She addresses a book she read called, The Leader In Me by Steven R. Covey and then states that she wants to start integrating these principles into not only the teachers, but the students as well. Through collaborating with her teachers, one teacher mentioned that there was a Leader in Me school and they decided to drive out there to see how successful it was. When they arrived, they noticed that it was a school where a lot of lower income children went, the infrastructure was old, the technology was minimal, but what blew her away was that even with those circumstances, the children were really responsible for themselves and very disciplined. They really took charge and had a lot of common sense (I will add that by this point she has already sold this book to me)!

She stating that she has gotten a copy of this for all the teachers and that they won’t really change the curriculum, but that they will start weaving this practice into their classes whenever possible.

One last thing I need to praise her on is that she is going to involve her students in other ways. One example is when they hire teachers, they will include students’ opinions as children really have a sixth sense for knowing who loves children and can be a great teacher.

Lastly, she ended with opening up the floor for questions but there really weren’t any at all.

If there were any weaknesses, they were well masked. I perhaps thought that at one point she did push the book too much like giving a sales pitch (and I was sold) but I could tell she was just very passionate and genuine about the book.

Some of the things she did excelled at during this meeting were her positivity, her ability to demonstrate that things are getting done very quickly, passion for her school and her students, addressing all key points of the year and future plans, collaborating with teachers and students and also usage of technology during the meeting by showing a video.

The second video I watched was the opposite of this one. This PTA meeting took place in January of this year. The speaker was dealing with a kindergarten school and she basically went through the facts, funds, scheduling and tuition of the school. After she addressed these topics, she opened up the floor for questions.

There was an uncomfortable feeling during the whole meeting. She wasn’t very personable and the feeling I got from watching her was that either she was very tired, or that she knew she was dealing with a tough crowd. She was holding her computer up to her face and was addressing everyone by blocking half of her face with it at times. One of the parents also stated that she didn’t even receive information about the PTA until a few hours prior, so this led me to believe they are not very organized.

Some of her strengths were that she was eloquent, and gave a lot of solid facts, but many questions were unanswered as she repeatedly had to indicate to the parents that they still had to go through a series of meetings and that they would know these answers in a month. In my opinion that could be quite plausible but it also really felt unorganized and unprepared. They could have maybe had this PTA meeting after all those other meetings were held, and perhaps maybe they could answer more questions.

I do believe that recording PTA’s could really help some parents “attend” without being there. Negatively, it could also cause parents’ attendance level to a minimum because they have access to these recordings online and consequently, dealing with parents via email back and forth could be more time consuming. Overall these meetings are very important for the parents to be involved with their children’s education. Many things can improve, discussed, and solved during these meetings.

Here are the two links of the videos I’ve watched. I really recommend the first one.

http://www.youtube.com/watch?v=xK68oCs34aI

http://www.youtube.com/watch?v=B-jMrTMaJig

Teach Now (Teacher Certification): Infographic on Korea/Incheon Demographics

Module 2 Unit 2 Activity 1

In this activity, we had to make an infographic on stats in the country we live in (South Korea) and a city we choose (Incheon).

The instructions weren't very clear and I'm starting to think a lot of this is just busywork! They could've have made us do so many more practical and useful things. Learning how to do infographics is an amazing tool and don't get me wrong, I'm not complaining about the workload, just the content of it.... vent over. Here is my infographic for this week:

https://magic.piktochart.com/output/2080805-student-data-analysis-analia-kim