NCU School of Education doctoral student, Janelly Garza, is a teacher and advocate for students with Dyslexia and English language learners. In this episode, she shares about her journey at NCU and her research interest in online learning for young students who are English language learners.
NCU School of Education doctoral student, Janelly Garza, is a teacher and advocate for students with Dyslexia and English language learners. In this episode, she shares about her journey at NCU and her research interest in online learning for young students who are English language learners.
Dr. Amy Lyn 0:02
VESC brings you exciting and practical tips for improving your virtual teaching and virtual learning experience.
Dr. Ryan Barnhart 0:09
Welcome back to another edition of the vesc voices from ncu students and alumni driving research and practice podcast. I'm your host, Dr. Ryan Barnhart, an adjunct professor in the School of Education and yes, I am an admitted higher education nerd. With me today we have another special guest and our first ever current student guest. I'm very pleased to welcome Gianelli Garza, she is a current doctoral student at ncu, pursuing her doctorate of education ginelli Welcome to the podcast.
Janelly Garza 0:39
Hi, Dr. Ryan, thank you so much for welcoming me. I'm very excited to be part of this podcast and get to share some of the ideas with with you and with everybody else listening to this.
Dr. Ryan Barnhart
Absolutely. Well, we love to get right down to business, so to speak. So tell us a little bit about yourself how you got to NCU? And why you're pursuing your degree?
Janelly Garza 1:02
Yes, so definitely. Well, I was a dyslexia teacher. So I decided I wanted to pursue my doctorate in education, because I saw the need in our special populations. And I'm a big advocate for bilingual learners for dyslexic students. So I say, you know what I do want to pursue my career, I want to grow as a professional. And not only that, but to make a difference with my students. So it was a journey. And as a dyslexia teacher, I just started looking on the internet. And then I was like, Okay, let's focus a little on checking out universities.
And I love that NCU was fully online. And the classes started airing Monday. So it was just one summer, I was off on vacation, actually, I want to say June 24 is my second year in this journey. And I was very afraid. But I said, you know what MCU has the support, they have the comments, they have the coaches, academic coaches, coaching sessions at the Academic Success Center. And I was just like, I can do this. And I was over dead afraid at the beginning. But with all the support that I've received from NCU, was was very helpful. And that's what kept me going and being consistent with my coaching sessions and the lessons that were provided online, because just because it's online doesn't mean that you're alone.
And I can I can testify to that. Because even though, yes, the NCU community is online, but we have a lot of support there. So that's how I came across and see you just searching on the website for an online university. And because I am a full time, I have a full time job. And I needed something online. And I was also part time teaching for the University of Texas Rio Grande Valley. I'm an English language learner myself. So definitely, I needed something online. And I just searched and that's how I came across ncu. And I saw that it was an accredited university, there was a lot of support a one to one with your professors. And even though sometimes I felt alone, I would always go to the comments, and I made some good friendships from the comments.
Dr. Ryan Barnhart 3:24
No, it's great to hear your experiences there. Because I think that's, you know, as we've seen in the last 15 plus months going on, right, that's such an important part of the Virtual Education, you know, atmosphere, and I have to imagine with your background, you know, with dyslexic learners, or, you know, learners with learning disabilities, or, you know, ESL or E Ll learners, that that's even more important for those special populations. Right.
Janelly Garza 3:48
Definitely. And not only that, but also with my professors. There was this one professor that I took, I want to say was for statistics. And it was a first person that had a Latin last name. And I was very excited just to connect with with a professor that had a similar background, I Hispanic last name. And it was just very nice to to know that I'm not the only one out there that feels like I can't do this, but with the support from everybody. And I can relate this to our English language learners. Like right now.
We hire consultants that are English learners themselves, that came to the United States at a late stage in their life, and now they're hoping our English learners are newcomers from the junior High's, and just giving them and sharing their stories with them. And that way they can know that they're not alone that yes, it may be a struggle, but here we are. And here we stand. One of our consultants is a doctor and she has her doctorate in education, and she dropped out of high school. Her vivid image reflected in The students and say that we're here and we can do this. So as co workers, we came together, we planned, we found a way, as people as humanity, we found a way to make it work.
Dr. Ryan Barnhart 5:11
Oh, that's awesome. So let's, let's talk about that a little more in terms of the research that you're doing, like within your coursework, as you work towards, you know, your dissertation and completing your degree. But how do you see it maybe being important to Virtual Education and impacting Virtual Education as you utilize it.
Janelly Garza 5:29
So I'm going to focus a little more on the how my research will help Virtual Education in the education system for our English language learners, I have per se, in the education field. So my research will basically as I interview teachers, as I gather data from, from their feedback, it's going to help with different strategies that they put out there to help these kids like a lot of them, I know that they were using a lot of gestures. And even though there were through a virtual platform, like pre k kendor, they were using gestures such as like, Oh, I can hear you or they would point with their fingers, or just different ways that they could connect with the students while the students would follow at the same time. So that's one of those unique strategies that I feel that my research will help because even though they weren't through a virtual platform, they were still able to connect. And then, for example, with my dyslexia students, we used a lot of Google Slides, because we use letter tiles to identify the phonemes. And then the blends and everything and put the words together, it was as easy as doing a Google slide.
And then I had a dog that was moving, and then the dog, we maintain brocco, making those connections through the virtual world as well. So our dog was Rocco and then Rocco with move would move slides. That way we could blend the word cat, hey, the first sound, the second sound? And then Rocco mood cat, and then cat, okay, what is the word cat. And again, using those gestures, those symbols going back to to the how my research was support a virtual learning is that a lot of these skills have been used by by teachers, and now they're sharing with with us, and it will contribute to different programs and platforms that teachers will be able to use not only through this pandemic that we're going through, but in the future.
Dr. Ryan Barnhart 7:36
Oh, that's great. Now, what about, you know, I know that like, a lot of the work in, you know, the dissertation and and, you know, a lot of our listeners that are students, a lot of it is becoming that subject matter expert, you know, doing a lot of finding the annotated bibliographies. And you know, your sources that you're building your future research off of, so, what recommendations might you have for listeners who are interested maybe in this specific area? Are there any anything in terms of you doing your preliminary research that you found out that might be beneficial? for them to know?
Janelly Garza 8:08
Yes, definitely. From what the research that I have conducted and going into virtual, connected to reach her learning is that a lot of the teachers when it comes to professional development, they felt that they needed that model, because Okay, yes, we went virtual. So here are 30, slides 30 Google Slides, yet, they were not being modeled how they were given the strategy, but they were not given the example or the modeling of how to conduct the strategy. So I know that a lot of teachers have mentioned that they would like to, they would have liked to have that model.
And the way we're okay, this is how I can teach it in math, this is how I can teach it in social studies. So the professional development I feel that needs to be a continuous participation, in which we come, yes, we show this strategy, but we also have to model and have them practice. And others have mentioned that going to breakout rooms was one of the options. So they were having a professional development and they when they would go to the breakout rooms and talk and discuss with peers about it. It wouldn't supplement for example, being in person, but they were able to model amongst themselves, okay, so we can apply this strategy. So bilingual partners, we would, for example, please the students, intermediate English learner with a beginning in English.
So that's how we would pair our students in the elementary breakout rooms were a large part of our Virtual Education not only for educators but for the development of our students language as well. As they had conversations and they heard from each other they discussed, they came back into the whole group Share, it's just what they have. They had talked about or they had learned. So I believe that the practice of having a model which and the teacher perspective would be that administrator or that person giving the professional development, and then in the student perspective, having the teacher as a model, and to demonstrate those conversations as well.
Dr. Ryan Barnhart 10:25
No, that's great. And I think it's it's very interesting, you know, we talked about in in the dissertation, right, we the significance of your study, and a lot of times we want to focus on, like the research significance in terms of, you know, where, what gaps does this fill? What new areas does it open up for future research, in that sense, I think it's really cool to see, you know, both of these sides emerged from your research. So let's keep a little more about practicing.
And you, you mentioned before about this, not just benefiting for maybe ESL or ESL or teachers that work with students with learning disabilities, but also in those other areas. So any other you know, like reading or math or other subject areas, do you think there's other specific benefits, or recommend, you know, practice benefits, so to speak, there may be teachers or administrators, or even other doctoral student researchers can kind of take from this aspect.
Janelly Garza 11:22
So that was more like on a professional aspect as per virtual learning. Now, I already know how to do a zoom meeting, because I use it through through my academic success center. So it was easier to transition from Okay, I already know this, because I've been learning it through my university, and I'm incorporating it into my into my job. So those types of transitions where this is very difficult, or I won't be able to do it, you'll be able to, to make those connections.
Dr. Ryan Barnhart 11:56
Now, those are, those are great. Everyone, really, you know, teachers, learners, both sides to really do things. We're at the point where we ask everyone on the show is there one Virtual Education hack or cheat sheet, cheat code that you use, that's made your life easier in the virtual education space,
Janelly Garza 12:16
I want to say definitely Google Slides, and connecting it to jam board. Because I know, this was something I like a hack that I saw from a coordinator actually training the teachers. And I was in that training at the same time. And she was using jam board. And this was to check for comprehension. So since this was for adults, each page on the jam board or even Google slide was, for example, okay, music that you know about the 80s music that you know about the 90s music, you know, the 2000s. And so we were all excited and into it, and let's insert pictures, right?
So each of us insert pictures, and then at the end, we were able to visualize, for example, okay, so a lot of people have a lot of background knowledge in the 90s music. And so this was one strategy or hack that I was like, Oh, I like this, instead of having our students just write it down or be a little boring, why not? Okay, insert a picture, and let's talk about it. Let's talk about what you know about matter. Let's talk about what you know, about, I don't know, solids, and so forth. And each t. So each page on the jam board, she connected it to being a different teak. And this could be like just a pre assessment or feedback for the teacher to be seen. And I was like, wait a minute, I like I really like this activity, because it's, it was a hack to me where Oh, now I know that I can directly insert pictures from Google Slides or Google dogs. So you click on the picture icon you inserted right there.
So you don't have to go to Google copy, paste, you just click on the picture. You want the picture of the sun, and inserts right there. And then, so to me, that was like a little hack that I learned. And I actually I actually did like the connection that we made to our background knowledge and as a as a professional, and then also as a teacher, where, okay, I can assist my students this way. And it doesn't have to be a paper pencil, but it's more of an interactive way to talk to students and get those conversations going.
And something that I forgot to mention also was, from my research study, I've noticed that a lot of teachers like to use visuals and how the students interact with those visuals. So as for example, an anchor chart, we usually like to pre plan or anchor charts. So as I draw the root of the plant, I'm gonna drive with my students and I'm gonna label it as I draw the leaf. I'm gonna draw a leaf with my students and let's label it and what Is our brain it brings meaning and a meaningful activity for the classroom environment. So that's something else that could be included in what my research will bring is those type of strategies that will benefit in the overall education.
Dr. Ryan Barnhart 15:16
No, that's great insight there. And thank you for sharing that practice with us. Well, gentlemen, I want to again, thank you for taking time to join us, you know, for sharing insights on your research and practice. Before we go, though, how can our NCAA ncu community members connect with you whether it's like LinkedIn or maybe even in the comments?
Janelly Garza 15:40
Yes, definitely. So they can link with me through the comments. They can just type my email, J dot G, a RZ, a 0615. At? Oh, 365 dot ncu.edu. So it was my company email. And they can find me like that in the comments, or by my name, and comments, or an email away from anyone that would like to have more insights.
Dr. Ryan Barnhart 16:14
Awesome. Well, again, thank you for joining us, and continued success as you complete your research. Unfortunately, Brian, is the best voices from ncu students and alumni driving research and practice podcast. Catch you next time.
Dr. Amy Lyn 16:30
Thanks for joining us on VESC. This is Dr. Amy Lyn. Remember, learning is right at your fingertips.