tesol 2010 service learning
DESCRIPTION
Strenthening the Global Community: Service Learning in an IEPTRANSCRIPT
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Strengthening the Global Community: Service Learning in an IEP
Jan Fluitt-Dupuy
Director of ESL
Savannah College of Art and Design
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About SCADMission: The Savannah College of Art and Design exists to prepare talented students
for professional careers, emphasizing learning through individual attention in a
positively oriented university environment.
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Unique locations
Savannah Atlanta eLearningLacoste Hong Kong
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Unique Environment
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SCAD ESL
• Five levels
• Levels 2, 3, 4 = Low-, Mid- and High- Intermediate: full-time ESL at 20 hours of instruction per week.
• Levels 5 and 6 = bridge courses taken with courses in degree programs
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Unique Content-based Curriculum
• Prepare students for specific art and design coursework
Fall 2009 Newly revised curriculum features a content-based, integrated skills course designed to:
• Integrate ESL students more fully into campus life
• Encourage more “authentic” encounters with language
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Art and Design Language Courses
New 4-skills courses at Mid- and
High-Intermediate levels with
following content focuses:
Advertising, Architecture,
Design, Creativity, Fashion
and Sustainability
Service is just one of these
content focuses.
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ESL 333 Topics for Global Community: Service
• Relationship Opportunities
• Various Communities
• Cultural Information
• Authentic Language
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Service Learning Defined
• Service learning = experiential education
Source: Barbara Jacoby, Building Partnerships for Service Learning, 2003.
• Reflection and reciprocity are KEY concepts
• Designed to promote student learning and development
• Activities address community needs
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Reflection “Learning and development
do not necessarily occur as a result of experience itself but as a result of reflection explicitly designed to foster learning and development.”
(Jacoby, 1996)
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Reciprocity
The other essential concept of service learning is reciprocity:
“All parties in service learning are learners and help determine what is to be learned. Both the server and those served teach, and both learn.” (Kendall, 1990, p. 22)
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Three Necessary Criteria for Academic Service Learning
Source: Service Learning Curriculum DevelopmentResource Guide for Faculty, CSU LONG BEACHCENTER FOR COMMUNITY ENGAGEMENT, p. 15http://www.csulb.edu/divisions/aa/personnel/cce/faculty/documents/ResourceGuideforFaculty0706_000.pdf
Relevant andMeaningfulService with
the Community
Purposeful Civic Engagement
EnhancedAcademicLearning
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Relevant and MeaningfulService with the Community
Sources for Partner Agencies:
• Student involvement office on campus• United Way• Agencies in the neighborhood• Contacts from individuals
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Fostering Self-awareness
“Conscripted Volunteerism”
• Adding the proverbial line on the résumé• Defining skill sets and preferences• Probing memories of previous service• Engaging a deeper level of commitment
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Enhanced Academic Learning
• Clear goals
• Measurable learning outcomes
• Time for reflection in writing and speaking
• Assessment
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Course Goals
• Individual and team projects explore important key concept of global issues within the context of the North American society.
• Reading, writing, listening, speaking and grammatical skills at the high-intermediate level of proficiency in English.
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Learning Outcomes
1. Narrate and describe key concepts and processes facing local and global communities.
2. Learn to listen to and understand native and non-native speech in a variety of settings.
3. Take notes in various listening situations.
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• My parachute• Homelessness• Pay it forward
My parachute
Homelessness
Pay it forward
Topics for Global Community
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Class Schedule Unit 1Student Skills/Work Goals and the Partnering Agencies
Days Class work Homework
Class 1: Defining volunteerism and community service; presentation about future work in the U.S.
Study Web sites; prepare questions
Class 2: What Color is Your Parachute? for Teens; volunteer opportunity presentations 1 and 2
Study Web sites; prepare questions
Class 3: Parachute, cont.; volunteer presentations 3 and 4
Study Web sites; prepare questions
Class 4: Parachute, cont.; presentations 5 and 6; Reflection of volunteer choices –group work
Volunteer choices; informal speeches
Class 5: Formal student presentations about skills and hopes for future work
Paper #1
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Class Schedule Unit 2Understanding Homelessness
Day Class Work Homework
Class 6: Peer review; reflection through journaling; listening practice: Talk of the Nation
Study homelessness fact sheets
Class 7: Listening practice: Talk of the Nation: Solutions to Homelessness; preview of Union Mission
Study Union Mission Web site; prepare questions
Class 8: Presentation: Homelessness 101 by Union Mission director of community involvement
Study for midterm exam part I : Vocab, grammar and short answer
Class 9: NPR Story Corps Review information about homeless for timed writing
Class 10: Review issues and vocabulary of homelessness; timed writing
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Class Schedule Unit 3The Pay It Forward Movement
Day Class Work HomeworkClass 11: Pay it Forward trailer prediction
and vocabulary exercises Study vocabulary
Class 12: Pay it Forward: genesis of book listening exercises
Reflection on volunteer experiences
Class 13: Pay it Forward film exercises: The Reporter and Thorson’s Tale
Plot synopsis close reading I
Class 14 Pay it Forward exercises: Jerry “Save My Life”
Draft #1 on volunteer experience
Class 15: Pay it Forward ending: the movement
Plot synopsis close reading II
Class 16: Timed writing #2
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Class Schedule Unit 4Course Wrap-up
Day Class Work
Class 17: Portfolio review workshop
Class 18: Presentation #2
Class 19: Presentations, cont.
Class 20 Breakfast pot luck with volunteers
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Students’ Reflections “For me, ‘giving’ is equal to a smile, to the inner
satisfaction in which my hands were able to guide other people’s dreams and goals.” –Evelin
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“I have been a volunteer for several years in Venezuela, and in this opportunity I was a volunteer as a SCAD international student in the United States. This experience had been different because not only had I helped people in another country, but also I could communicate through the English language.” –Evelin
Students’ Reflections
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Students’ Reflections“For me, I do not think I do any special things. But maybe there are some special things for old couples. I do not know, but I can feel that there are some special powers in volunteer work. Love, kindness and helping are precious things in the world.”
–Chiangxin (Sarah)
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Student Reflections “Volunteer work in Loop it Up wasn’t spontaneous. I went to
YMCA for the purpose of assignment, but I realized the significance of the volunteer experience.” –Ji Hu
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“All volunteer experience is valid in the sense of helping people, animals or nature.”
“Nevertheless, the big difference happens in myself. The concern for each other grows, and I become aware of the problems around me. It’s impossible to get away from such an experience. Only just a start and I already became addicted to volunteerism.” –Katia
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“I cannot forget the exciting feeling after having fun with the kids, and I am getting energized after being with them.” –Pedro
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“Although I have a bachelor’s degree, English is still a barrier tangling me in learning new techniques in the U.S.A.
Fortunately, I can use my mathematics to support the students in Royce Learning Center. So we can both benefit from this
activity without sacrificing extra things.” –Mathew
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Purposeful Civic Engagement A Framework for Development
of Campus/Community PartnershipsDept
h and Complexity
Short-term placements
Ongoing placements, mutual dependence
Core partnerships, interdependence
Transformation joint creation of work and knowledge
TimeOne-time events and projects
Source: Enos and Morton, “Developing a Theory and Practice of Campus/Community Partnerships” in B. Jacoby (ed.) Building Partnerships for Service Learning.
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Assessment and Evaluation
Solutions: • Start service sooner• Model service as a class• Continue over two or more quarters• Secure transportation
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Students should be in the community setting not less than 15 hours (one hour per week)—this is a minimum and not necessarily optimal for meeting course goals.”
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Assessment and Evaluation
Challenges• Time commitment• Course rotation within academic year
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Professors are willing to form partnerships with one or more community agencies to promote quality and longevity in student placements.”
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Assessment and Evaluation
Solutions:• Stronger partnerships with agencies• Focus on homelessness over entire course
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Community service is continuous throughout the semester rather than a “one-shot” experience and is directly related to the course content.”
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Assessment and Evaluation
Solutions:• Start with reflection• Continuous reflection• Ongoing discussions with partnering agencies
Source: Service Learning Curriculum Development Resource Guide for Faculty, CSU LONG BEACH CENTER FOR COMMUNITY ENGAGEMENT, pg. 4
Best practice: “Reflection (critical thinking) about the connections between course content and the community experience is performed and evaluated continuously throughout the semester.”
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For more info…
Jan Fluitt-Dupuy
Director of ESL
Savannah College of Art and Design