Over the past few weeks, I explored questions regarding my professional context. One question that caught my attention was, "How can our school develop a school culture that provides equal learning opportunities and a supportive learning environment to Emergent Bilingual Students (EBS)?". This question can be categorized as a wicked problem due to the fact that there are several interconnected factors and variables and that possible solutions to this problem are not "right" or "wrong," but "better," "worse," "good enough," or "not good enough." (Here's a link to my previous blog posts about my wicked problem journey). In order to find some "good enough" solutions to my wicked problem, I conducted a survey and did some research on the topic. After analyzing the data and knowledge gained, I was able to come up with some possible solutions! The multimodal presentation below includes more details about my wicked problem and possible solutions to it: As I mentioned in my Multimodal Wicked Problem Project Presentation above, here are the two documents I created as part of the solution to my wicked problem - Emergent Bilingual Collaboration Form and Post-Exit EBS Monitoring Form. The primary purpose of these documents is to foster collaboration between EBS teachers, content area teachers, and school administrators. Please feel free to download and use them to support your EBS students. Also, if you have any questions or suggestions regarding my wicked problem, please write them in the comment section below. As much as the teamwork between EB teachers and content area teachers working at the same school matters, I believe that collaboration between any teachers with a common goal is valuable. "Alone we can do so little; together we can do so much." - Helen Keller Resources:
Kim, H. (2020, Aug 11). Wicked Problem Project [Video]. YouTube. https://youtu.be/Jl3xbvGQ-hI
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