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Task-Based Instruction Service Learning in ESL. By June Kauffman, Abdulrahman Ahmed, Binna Kim & Kimberly Brown. Overall Expected Learnings & Final Student Performance.
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Task-Based InstructionService Learning in ESL By June Kauffman, Abdulrahman Ahmed, Binna Kim & Kimberly Brown
Overall Expected Learnings & Final Student Performance • Students will research American volunteerism and complete a service learning project which involves the following activities: 1)contacting a non-profit organization 2)setting up and completing a volunteer experience 3)reflecting on the experience via a formal presentation.
General Objectives • Comprehend academic English (spoken & written) • Communicate appropriately in speaking & writing in various contexts • Develop and deliver a formal presentation • Develop greater intercultural competence • Develop confidence in using English for a real & meaningful purpose.
Proficiency Level & Age • ACTFL • Advanced or Advanced Plus • Adult English language learners • Higher education setting • Intensive English Language Program • Final language course before full matriculation into university
Targeted Content Knowledge, Language Skills • American concept of volunteerism • Concept of service learning and non-profit organizations • Reading • Research organizations • Content reading (volunteerism in America) • Writing • Description of organization and mission and proposal for service project • Listening • Academically focused video • Group discussion/academic lecture • Speaking • Business communication • Formal presentation • Interpersonal communication • Academic group discussion
Length of Unit & Interdisciplinary Connections • Length: • 6, 100-minute lessons • Volunteer experience (4 – 6 hours) • Interdisciplinary Connections • Business communication • Non-profits • Various social, political, environmental issues • Current events • Internet research
Learning Activities • Videos • Volunteerism • Obama’s vision for a nation of volunteers • Guest Lecture • Local activist (need for volunteers/non-profits) • Group Discussion • Facilitated by Office of Community Service Learning (OCSL) • Internet Research • Use OCSL database • Proposal Submission • Explanation for service site choice and organization details • Volunteer Experience • Reflection Presentation
Extension Activities • Complete on-going volunteer activity • Organize a relevant fundraiser or drive
Evaluation • Comprehension guides will be evaluated in class • Presentation, written proposal, & participation in group discussion evaluated using holistic rubrics • Lecture comprehension evaluated formatively via class discussion
Materials & Teacher Resources • Assignment/service learning description • Readings on volunteerism • Video links & comprehension guides • Activist and OCSL contact information • Group discussion guide • Database instructions • Proposal template • Final presentation guidelines • Computers/video cameras • Appropriate rubrics
Lesson 1 Introduction to Service Learning & Volunteerism in America Topic and Objectives: • Students are introduced to the task & watch two related videos in order to… • At the end of the lesson, successful students will be able to: • Express the basic tenets of volunteerism in America • Predict content • Identify parallel cultural schema and make cross-cultural comparisons in English • Discuss main ideas, supporting details, discourse markers & vocabulary in context • Identifyand appraise the relevance of service learning to ESL
A. Procedures/Methods • Introduction Begin discussion of volunteer work by asking students about prior experience either in U.S. or home culture Brainstorm a list of why people might volunteer What is service learning? What do you think it is?
B. Development • Distribute service learning handout and assignment description • Read through the material with the students. • Answer any questions • Introduce two videos
C. Practice • Show two videos • QUESTION: WHEN DO STUDENTS RECEIVE THE COMPREHENSION GUIDE? BEFORE OR AFTER WATCHING VIDEOS?
D. Independent Practice • Have students complete comprehension guides in pairs/groups.
F. Checking for Understanding (Evaluation) • Go over guides as a whole class. Ask each pair/group to contribute an answer. • Engage students in discussion • Students will be informally assessed on abilities to answer questions and to contribute insightful, relevant comments to discussion.
G. Closure • Engage students in brainstorming activity of social, political, and environmental issues in the U.S. • Ask students what they think they might be able to do to help. • Homework: reading and comprehension guide; each student thinks of an issue on which he/she would like to focus.
H. Teacher Reflection • What worked well in today’s lesson? • What needs improvement if this lesson is to be used again at a later date?
Lesson 2 Guest Lecture & Discussion Topic and Objectives: • Students hear a lecture from a local activist and participate in ensuing discussion. • At the end of the lesson, students will be able to: • Formulate questions which contribute to class discussion • Something about pragmatic use of English??
A. Procedures/Methods • Introduction
B. Development • Ask students to formulate at least 3 questions throughout the course of the lecture to be used in discussion that follows
D. Independent Practice • Open up for discussion
H. Teacher Reflection • What worked well in today’s lesson? • What needs improvement if this lesson is to be used again at a later date?
Lesson 3 Introduction to Office of Community Service Learning Topic and Objectives • Students are familiarized with the OCSL and its resources • At the end of this lesson, students will be able to:
