BERNI Magazine
Case 4: Grade 5/6
BERNADETT ASKEY
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ducation is a way of life. Connecting education and design is Bernadett’s mission. Her role as a designer and educator is to inspire. She teaches based on learning outcomes and the individual learner’s abilities. Education should also be a community-driven project. As such, she is also a member the board of a the Mount Pleasant Family Centre in East Vancouver. There, she handles its mission mandate, fundraising and personnel. It all started in Budapest, Hungary where she habitually rearranged her furniture as a child. As a young adult she found employment in the printing and reprographics industry. Upon moving to Vancouver, BC., she began taking Interior Design. She completed her diploma at NKBA- and FIDER-accredited Lakeland College in Alberta. There she earned several student design awards. Her career in education began with tutoring fellow students at Lakeland. Back in Vancouver, she worked as the Education assistant for the Canadian Craft and Design Museum. Bernadett worked for several years as an independent designer and for local design firms. She started teaching at LaSalle College Vancouver and Vancouver Community College in 2002. She joined the Interior Design Department of the Art Institute of Vancouver in 2005. She completed her Bachelor of Science in Interior Design through the Art Institute of Pittsburg in 2009. In 2015, Bernadett earned her Master’s Degree in Adult Education from Argosy University. Now she lives and works in Vancouver with her husband and two young children. Her teaching philosophy is based on inspiring and supporting her students, faculty and colleagues. She provides a respectful environment for students to feel comfortable constructing knowledge. Her curriculum design is based on industry standards. She designs classroom projects to carry students from a novice level to expertise. Student’s learning styles, cultural backgrounds and personal skills guide curriculum design.
CASE 4 (Oct 29 – Nov. 9, 2018) “See you later, alligator!” says Maya with a shy grin as she slaps your raised hand. One by one, your 28 grade 5/6 students give you high-fives as they file out the classroom door at 3 o’clock. You grab a cup of tea from the staffroom and then sit down at your desk for the first time all day. The desktop, so clear this morning, is now hidden below student work, books, forms and letters. You take a sip of tea and dig in. First, you turn your attention to a box of new books that arrived today for the guided reading program you’re planning. However, while you are excited to begin guided reading you have questions about assessment and, in particular, how you will assess your students to match them to their instructional level reading books particularly in the intermediate grades. Specifically, you have noticed your ELL students seem fluent in speaking English yet you are noticing they are struggling in reading and academics. You pick up a note from the school principal. It reads: I had a little chat with Emma and Sophie on the playground at lunchtime after I heard them calling Mohamed a “terrorist.” Both girls were very embarrassed and apologized to Mohamed. Still, we’ve had a few similar incidents lately and I think we need to revisit racism at our next meeting. You think back to an earlier staff meeting where some of the teachers expressed disbelief that racism could be a problem in the school. Others argued that it had always been pervasive – from the “RedSkin” school mascot to Halloween costumes. You place the note into your student record binder and decide to find out more about this hot topic so you can contribute to the next staff meeting. You’ve gone to a seminar on cooperative learning and were impressed with the possibilities of this approach in your classroom. You noted the benefits of social interaction and choice in learning, but wonder about the interpersonal language functions that students need to work collaboratively. As you are thinking about how to implement it in your classroom, you also have concerns about your students’ accountability for their own learning. One of your colleagues has concerns that cooperative learning holds back high achieving students. What are the pros and cons of the approach and how can you make this approach work for your students? You pull a pile of student notebooks toward you. These are the children’s new math journals and you’re curious to see what they have written. You were sceptical when you first heard that writing could help develop mathematical thinking – and provide information for assessment - but now you’ve decided to give it a try. You open the first journal and begin to read…. Finally, you close the last math journal. You’ve already gained some new insights into your students’ thinking about math. How will you make the most of this new teaching tool? It’s now four o’clock and your desk is clear – and ready for another busy day!
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ENGLISH LANGUAGE LEARNERS AND ACADEMIC LANGUAGE
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ntegrating language and content objectives and developing students’ knowledge of academic language is beneficial for all students, not just ELL’s. Academic language uses a variety of specialized, subject specific and sophisticated vocabulary. Associates with grammar, discourse/textual, and functional skills specific to academic and work place settings. The use of informal language can vary according to ethnicity, gender, age and region, and is used in casual conversations. In Case 4, the English Language Learners (ELLs) in the class possess conversational English however struggle in reading and academics. The task of the teacher is therefore to apply multiple techniques, such as multi literacy circles, functional language, subject specific academic language in ways to help students meet their needs in order to facilitate meaning-making through literacy and language learning. Students should be enabled to self-extend their reading and language proficiency by building on what is known in their first language. By building vocabulary moving English Language speakers towards proficiency in academic language. Academic Language Scripts can help ELLs build functioning academic language skills: Asking for clarifications: Could you please explain what _ means? Requesting assistance: Could you please show me how to do this …draw this …pronounce this? Interrupting: May I interrupt for a moment? Expressing an opinion: I think/believe/predict/imagine that... Responding: I agree with what-_ said because. That is an interesting idea, however I would add that... Disagreeing: My idea is slightly different from yours.
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Offering a suggestion: Here is some idea you/ we may try. Other academic words ELLs need to acquire may include skills in Inquiry / Seeking information Summarizing and informing Comparing and contrasting Sequencing/ ordering Classifying Analyzing Inferring, Predicting, & Hypothesizing Justifying and Persuading Solving Problems/ Problem Solving Synthesizing Evaluation Cause and Effect Academic Language used in Math will use text structure, math vocabulary and visual representation of language. Academic Language used in Social Studies will use forms and function of text (nominalization), graphic organizers eg.(time-lines, key visuals to develop and analyze patterns. Academic Language used in Science will utilize normalization, linking words for text cohesion, text structure, inquiry process, expanding vocabulary to understand new words. Academic Language used in Language Arts will show how are texts organized for different modes, multiple text types, and vocabulary around academic and across.
CLASSROOM ENVIRONMENT AND SUPPORT
(Thomas and Collier (2002) shown that effective instruction for L2Ls should focus on linguistics, cognitive, academic development in language instruction. As well as in students own languages, in a rich and sociocultural
classroom. Using multicultural literature articles offering various cultural perspectives, allow students to learn about universal human experiences and cultural differences. Discussing these books in groups helps students enhance the multicultural climate of the classroom, and enables students to view other’s perspectives (168).
MODIFIED GUIDED READING
In case 4, the teacher can enrich languageand literacy-learning, and focus on students’ combined literacy and language instructional needs in small group setting. The teacher can plan for students’ needs. (Avalos et al.,2008). During MGR, students are provided with opportunities to include detailed vocabulary instruction. English language learners benefit from having variables concerning second-language text structure (e.g., semantics, syntax, morphology), and illustrating cultural relevance by showing language books with their L1. Instructional cycle of three or more days (20- to 30-minute sessions). Teacher presents the culturally relevant text through a guided discussion connecting the content and language structure to students’ personal lives (e.g., picture walk, predicting). Teacher reads guided-reading text aloud to model fluency and generate discussions regarding comprehension and vocabulary Sections of math, science, art, or any other activity and subject,can be incorporated into MGR, as it teaches literacy through subject matters based on the students and teachers interest.
MULTICULTURAL LITERACY CIRCLES …
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n case 4, the teacher can choose books at several levels of reading for the ELL students to accommodate their current reading levels, even on their own languages or dual language, and encourage them to talk about books in their own language in preparation for response in English. Continual use and development of their own language will enhance their self esteem. Also, their final responses will be more thoughtful this way. Teacher should model responses: Begin by presenting the book related to the theme, Show the cover, cover the illustration, read in the book jacket, then generate questions. The teacher should read the book aloud, introduce characters, settings, problems and resolutions, while asking guided questions during reading. Model asking questions for FICTION:”What do you think is going to happen? Why did —-do that? Can you guess what the word—— means? What was your favourite part of the story? Have you ever been intros situation? / heard anything like this?/ What would you do in this case? For NON-FICTION: When/Where this person was born? What key events happened in their life? What difficulties did he have to overcome? The pedagogy for the rteacher is to involve the students in meaning-making, and having them connect to the story through personalized ideas. In Case 4, ELL students can internalize language if the stories connect with them, and can use projects such as dramatizing a scene, simulateing
an interview with the author, or with characters. Post literacy projects could also include creating a book jacket, bookmark, or captioned illustration of the book scenes., and writing reviews, their own stories relating to specific themes in the experiences. Some may be able to make a bilingual version. Teachers can further develop ELLs academic language skills by leading the discussion of some of the similarities and differences among the books., and inviting students to talk about the key messages, or underlying
THE USE OF VISUALS
Visuals enhance the text’s coherence. Interpretation: Visuals provide the reader with more con mation. Transformation: Visuals target critical information in the te recode it in a more memorable form. Decoration: Visuals are used for their aesthetic properties or to spark readers’ interest in the text.
DIALOGIC APPROACH AND ASSESSMENT
RE (Initiation, Response, Evaluation): Common for teachers to use. Teacher asks question, student gives and answer, teacher evaluates (“Yes,” “No,” “Could you elaborate?”) https://www.wikihow.com/Teach-Art#/
Image:Teach-Art-Step-13.jpg Exploratory Talk/Substantive conversation: “Thinking Aloud” Allows learners to explore and clarify concepts or to try out a line of thought, through questioning, hypothesizing, making logical deductions, or responding to others’ ideas. Leads to increased understanding of subject content and to a more nuanced understanding of key ideas
Dialogic talk: Offers EL students an increase in comprehensible input, as there is greater opportunity to have ideas clarified and revisited, and more opportunities to make sense of and engage in academic language related to subject learning. Stock Image
Academic Language Function Toolkit can help the teacher as it provides a checklist for each different academic functional language. Teacher could use this form to keep daily progress of ELL’s academic language proficiency and then work on certain weak aspect.
Racism and Bullying
Photo by B. Askey
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n Case 4, the teachers are meeting to discuss a comment that was said on the school’s playground. Racism has the effect of exclusion or promotion of designated groups. Institutional Racism is a form of racial discrimination that derives from individuals carrying out the dictates of others who are prejudiced or of a prejudiced society. Structural racism is a form of racism where inequalities are rooted in the system-wide operation of society. Substantial numbers of members of particular groupsare excluded from significantparticipation in major social institutions.
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POSITIONALITY AND SELF KNOWLEDGE
In case 4, teachers headding into the staff meeting should consider answering questions such as How would you describe your ethnic and racial background, and how they identify with these and/or other ethnic and racial heritages? Thinking about their assumptionas and behaviours and the means they may have aquired their knowledge of any ethnic or racial group and evaluate their information obtained from these sources would be essential in developing theur understanding of their own identity. As part of the meeting, the principal should introduce what general poli-
cies and practices exist that take into consideration the needs of people from various racial groups. Beyond these policies, teachers need to carefully discuss what strategies will they use to deal with uncomfortable situations? Teachers have to ackgnowledge that feelings of anger, “anxiety, defensiveness, confusion, threats, hostility, tears, assumptions, niceness, civility, silence, condescension, isolation, and disruption” (STAND framing and learning anti-racism) may be felt by any child, and staff in the school community. Their sharing of successful anti-racial moment may be extended to the whole community to set up a healthy school culture.
Achor, S. (n.d). Pygmalion Effect Examples.Retrieved from http://www. theworldcounts.com/life/potentials/
an environment where teachers ignore their own biases, students and may show bias for acertain race. Threfore the teacher’s beliefs about a student may be transmitted nonverbally and subconsciously to all their students, which can start a negative cycle over again.
ANTI-RACISM FACILITATOR
A positive outcome for all students would be derived from the acts of the teacher in ways to ensure that “the curriculum includes real life, complex images (not stereotypicalimages) that are representative of a variety of cultures in everyday life” (STAND framing and learning anti-racism). The teacher who makesculturally responsive material available will most likelly be able to impact the current worldview that was constructed in a western, middle class, capitalist, heteronormative framework.
PRACTICE PRO-ACTIVE EDUCATION
Unless teachers practice anti-racism on a daily basis they may make way for “colourblindness”, which is a belief that racebased differences shouldn’t be taken into account. Colourblindness is said to be articulated by white people attempting to reject racism. Comments such as “I am colorblind. I see people, not color. We are all the same” may cause discussions about race to be silenced. Bias might mean that a teacher has not dealt with their own beliefs of differences that in their eyes
BULLYING
Teachers should teach socially aware language can help encourage students to have dialogue each other. Also, recognizing why a student may consider interactions as threats, and answers social situations with agression is a key factor in helpin that student through what they are experiencing in their lives. Teachers should communicate to students that their identity is not fixed. Students can be empowered with skills to resolve conflicts on their own. Students can be taught to use I-STATEMENTS: I need some feedback and help from others. I can make a mistake and learn from it. I feel angry, when ....
3- BLOCK MODEL OF UNIVERSAL DESIGN OF LEARNING
Building compassionate classroom communities by incorporates Social emotional learning and respecting diversity program: Multiple intelligences of Gardner Building social awareness Inclusive instruction and assessment Multimodal and across language and cultural barriers Multiple ways of reflecting information and for assessment. Systems and structures Allows for professional development Multi-leveled resources.
TEACHING THROUGH LITERATURE
We should use storytelling from multiple perspectives -Be wary of how we frame race in the media (what are common stereotypes we want to avoid)?
RESOURCES
Photo by Bernadett Askey, 2018
exist and are connected to racims. This may make them unknowingly show favouritism towards and against certain races. Beacause learning is a social activity, in
https://bctf.ca/pd/workshops.aspx?id=233053&fbcli d=IwAR08slk1gnLf3u4Kr3uWIqBZ5S7GW2X9rO0vhq7 4cU8oGVXBZvKyqAom8aY From :STAND website at the University of Calgary. Let’s Talk ! Choose Your Voice Voices into Action
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Guided Reading
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uring guided reading, the teacher works with a small group of students who demonstrate similar reading behaviors and can read similar levels of texts. Teachers will plan differentiated learning based on students needs, and assessment performed before assigned reading levels and book selections. The text selected for the group should offers challenges and opportunities for problem solving, but is easy enough for students to read with some fluency and teacher’s support. During these guided reading sessions, teaching would model andscaffold students reading competencies and perform ongoing assessment to position students according to their changing needs throughout the year. The goal is to develop strategies to achieve independent reading. Reading should be connected to the other language arts of writing, speaking and listening. Guided reading should foster active participation of each child, by incorporating their interests, and invite them in discussions. Furthermore, students should be ale to acquire different problem solving strategies to become successful independent readers. Photo by Bernadett Askey, 2018
Photo by Bernadett Askey
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3 STEPS FOR GUIDED READING
Observation and Assessment: First, teachers must conduct formative assessment. Grouping/Regrouping: Expect frequent changes!! These guided reading groups are not static. Text Selection: Must support the readers use of strategies but offer opportunities for new learning.
TYPES OF ASSESSMENTS
Diagnostic Assessment: Identify current abilities of the students 1. Pre-test 2. Self-assessment 3. Discussion response 4. Interview Formative Assessment: Provide feedback, identify opportunities for improvements. 1. Observation 2. Reflection Journal 3. Question and answer session 4. In-class activity 5. Student feedback Summative Assessment: Feedback regarding the learning progress 1. Examinations 2. Term paper 3. Projects 4. Portfolios Informal Observation: It is an ongoing cumulative record. The goal is to continually create and identify specific support for each child. Informal Reading Inventory (IRI) is an individually-administered diagnostic tool. The three levels of reading comprehension and reading accuracy are: Independent, instructional and frustration. Comprehension assessment contains: Literal questions, vocabulary questions, and interpretive question. Students should reach 95% in word recognition and above 90% in comprehension to become independent readers.
Kendrick, 2018
MISCUE ANALYSIS
Miscue analysis is a tool for looking closely at the types of reading strategies a reader uses. The student’s reading is tracked and the following mistakes are noted: Substitution, Non-response, Insertion, Omission, Repetition, Correction, Reversal, Hesitation, Self Correction. Specific reading components are assessed such as : Phonemic awareness, Alphabetic principle, Word recognition, Oral reading fluency:, Reading Comprehension and motivation.
SELECTING TEXT
In Case 4, the teacher needs to select text to help students connect and interact with the text and make meaning from it. Children need to see examples of different genres and be explained how to access each type of text for understanding. Teachers should teach different strategies, and help students’ curiosity, comprehension, appreciation, imagination, writing and critical thinking skills.
ORGANIZING BOOKS
Do not label your books based on levels, but label them by genres, themes, types and topics. Teachers have to be able to support student’s semantic, Syntactic and Graphophonic comprehension.
Kendrick, 2018
Before reading activities include building the field, think-pair-share making prediction, and asking questions relating the text to student experiences. During reading activities include checking for comprehension, observing, problem solving and asking questions. After reading activities include discussions, projects, comparisons of texts, writing exercises. Guided Reading should help students at problem solving while each of them read the whole or a unified part of the text during which, they figure out new words while reading for meaning. In case 4, the teacher and students should engage in meaningful conversations about what they are reading and revisit the text to demonstrate and use a range of comprehension strategies. As this is a continual process, students should gain confidence and become better readers over time. November 2018 | Case Four | 9
Language Arts helps develop
Mathematical thinking.
Photo by Sara LiYing Photo by Bernadett Askey, 2018
“At its core, mathematical thinking is about finding axiomatic descriptions of phenomena and explaining why things work as they do” (Manouchehri, Zhang & Tague, 2018, p.300)
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ducator’s goal should be to use math type of reasoning that allows students to go beyond calculations and solving tasks to look for regularity and structures when justifying results” (Manouchehri, Zhang & Tague, 2018, p.300). Mathematical vocabulary can be confusing and loaded for students, especially for ELLs. They may find math specific words puzzling, especially if the vocabulary has multiple meaning that may be used in informal language.
TEACHING STRATEGIES
Strategies that are already used for Literacy should be helpful to teach math thinking and word problems. Some of these ideas may be guided small-group support, conferring, group work, math shares. Critical thinking, content knowledge, interests and preferences in mathematics could be taught through vocabulary exercises, building the field and sharing examples. Cognitive abilities can be applied to math by Exploring patterns, not just memorizing formulas. Seeking solutions, not just memorizing procedure. Predicting and evaluating answers, not just doing exercises. Syntactic Awareness (Structure): based on the arrangement of words and phrases that create sentence structures. Semantic Awareness (Meaning):knowledge of characters, symbols mean. Students can better understand what numerals, letters, and other mathematical terms can be considered as symbols detached from real-world referents. Word Association: Students remember math concepts by drawing a personally meaningful picture. Multi-Meaning Word Cards: This is a visual word association strategy. It helps students to become aware that words can have multiple meanings depending on the context they are presented in.
MATH JOURNALS
In case 4, the use of math journals would be a great tool for teach children to try to approach math from different angle, using literacy skills. “Students could reflect on the concept and write a longer entry with more detail. Allowing students to expand and deepen their knowledge and showcasing this through written output, allows the teacher to see their understanding as well as their growth” (Alex Kajitani)
INDIGENOUS STUDIES AND MATH
Math is grounded in place and is connected to cultural stories (oral stories, storytelling). Math focuses on relationship building, personal and collective. Math is inquiry based . Math language and culture should be seen as an extension of the curriculum .
Photo by Bernadett Askey, 2018
INCORPORATING MATH INTO DAILY SCHEDULES
Time: Students manage their own time during work periods, they set goals for reading and other projects. • Weather: Students track temperature, sunrise and sunset, and/or tides, and look at trends through the seasons. Local information can be compared with information from a distant place. • Calendar: Students use the calendar to do long-term planning • Attendance: Students collect attendance data daily and record it on a bar graph. Students periodically discuss trends in attendance. “Why was it so bad that week in February?” “What happens right before and right after a vacation?” • Snacks/Treats: Students use the nutrition information panel to determine how much snack each student gets: If there are 3 crackers in a serving of crackers, and 50 servings in a box, how many can each student get?
Photo by Bernadett Askey, 2018
RESOURCES
From Reading to Math by Maggie Sienna. MATH Catcher: Video can be accessed through the below link: http://mathcatcher.irmacs.sfu.ca/ story/small-number-counts-100 November 2018 | Case Four | 11
Cooperative Learning
Cooperative learning is an instructional method in which students in heterogeneous groups collaborate on tasks with teacher’s guidance. Photos by Bernadett Askey 2017
THEORY
Based on learner-centred and learner-directed educational theory. Learners can be teachers and teachers act as guides and facilitators rather than become the source of all knowledge and direction. “Subject matter is adapted to be of personal relevance to learners and when it involves active participation by the learners” (Han, 2014, p. 949). John Dewey (1859-1952) believed that: • Dewey believed there was a fundamental disconnect between the child and the curriculum • Humanism bridged this disconnect by emphasizing student-centred and student-directed learning • Cooperative learning restores meaning to curricular content by engaging students in their own learning • Group work activates students, reconstructs knowledge and meaning, and expands dialogues
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Photo by Bernadett Askey
COOPERATIVE LEARNING BENEFICIAL
Student listen to multiple voices and consider multiple perspectives and can support each other during group work. Together they can develop positive solutions to problems that arise. Curricular connection is to development of public speaking skills. Cooperative learning engages the interest and involvement of students, as it is active learning. It can be among the most effective strategies for addressing racism in the school setting (BCTF, 2018).
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n case 4, the teacher should be able to achieve great results if he or she provides explicit instructions, assigns group members tasks, states a clear outcome, provide enough time to explain, complete and reflect on tasks. The task should be cognitively appropriate for learners The task should be integrated with a broad curriculum topic, and all group members should be involved. The classroom set-up should be reflective of a cooperative learning environment; groups and pods rather than columns and rows.
TECHNIQUES
Form groups with 2-3-4 members. Make sure groups are heterogeneous (with regards to academic achievement, language proficiency, race, ethnicity, sex, age, personality, and learning style). Tasks should require some degree of individual accountability, and allow all members to members should have opportunities to explore, clarify, rehearse, and internalize ideas without judgment. Time should be devoted to the development of personal relationships and creating trust and respect among group members. Step by step implementation: • Read a poem aloud to the whole class. • Distribute a hard copy of the poem to groups • In discussion groups, students share interpretations, refine their ideas, discover new ways of looking at a poem, and determine which interpretation works for them. • This networking of thinking is both “expansive and supportive.” • Throughout this process the teachers circulate among the groups to “provide assistance to those students who are having difficulty expressing their ideas due to shyness, limited English, or special educational needs.” • The class learns to be supportive and wait for these students to explain their ideas.” • Opportunity for teacher to obtain anecdotal observations reflecting how well students are working within their groups. • Checklist -- the teacher will identify chosen group work qualities. (Brownlie 2009).
ASSESSMENT AND TEACHER TEAMS
“Co-operative learning introduces a new level of accountability into the lives of students. They are now responsible not only for the completion of assigned tasks, but also for the group process.” (BCTF, 2018) When the teacher arrives in the new school in Case 4, he or she should consider working with the other teachers, as it fosters innovations, and sharing and helps new teachers learn about the existing culture of the school. Collaboration helps educators “target their teaching” and “personalize the experience.” The idea is an inclusion model, reaching more students through planning and reflection (Brownlie, 2009).
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easons to support Cooperative learning: Motivationalist and Social Cohesion Perspectives: group norms and the influence of interpersonal relationships on cooperative learning is practiced. Cognitive-developmental and Cognitive-elaboration Perspectives: Focuses on how the interactions among students will help their mental processing of new information. Motivationalist perspective: Student’s self interest meets group interest and serves a curriculum related task. Social Cohesion: Students learn to help each other learn and care about each other. Team-building activities support task specialization method, meaning students are responsible for specific parts of a project (Jigsaw). Cognitive developmental: Interaction among children in age and skill-appropriate tasks helps to develop their understanding of concepts. Interaction among children in age and skill-appropriate tasks helps to develop their understanding of concepts
https://specialedandme.wordpress. com/2016/09/20/the-gradual-release-of-responsibility/
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ygotsky’s zone of proximal development, and Piaget’s theory of social knowledge (language, values, rules, morality, and symbols). Cognitive elaboration: Students will formulate own questions in an inquiry-based approach.
ACADEMIC LANGUAGE
BICS: Language skills needed for social situations (ex. On playgrounds, in sports teams) Can be built through team-building activities Using positive words of encouragement CALPS: Listening, speaking, reading, and writing skills essential for L2 students to engage with academic content Helping students become familiar with academic language and vocabulary prior to engaging in academic tasks
RESOURCES
Assessment of Group and Individual Process (Beginner): https://bctf.ca/uploadedFiles/Public/SocialJustice/Programs/ GlobalEd/TeachingResoures/Methodologies/PuttingProcessToContent-Appendix2.pdf Assessment of Group and Individual Practice (Advanced):
https://bctf.ca/uploadedFiles/Public/SocialJustice/Programs/ GlobalEd/TeachingResoures/Methodologies/PuttingProcessToContent-Appendix3.pdf November 2018 | Case Four | 13
askey studio
Thank you!
Photo by Bernadett Askey, 2017