task-based instruction service learning in esl
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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. - PowerPoint PPT PresentationTRANSCRIPT
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Task-Based InstructionService Learning in ESL
By June Kauffman, Abdulrahman Ahmed, Binna Kim & Kimberly Brown
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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 experience3)reflecting on the experience via a formal presentation.
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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.
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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
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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
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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
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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
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Extension Activities
• Complete on-going volunteer activity• Organize a relevant fundraiser or
drive
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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
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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
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Lesson 1 Introduction to Service
Learning & Volunteerism in AmericaTopic 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– Identify and appraise the relevance of service learning
to ESL
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A. Procedures/Methods
• IntroductionBegin discussion of volunteer work by asking students about prior experience either in U.S. or home cultureBrainstorm a list of why people might volunteerWhat is service learning? What do you think it is?
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B. Development
• Distribute service learning handout and assignment description
• Read through the material with the students.
• Answer any questions• Introduce two videos
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C. Practice
• Show two videos• QUESTION: WHEN DO STUDENTS
RECEIVE THE COMPREHENSION GUIDE? BEFORE OR AFTER WATCHING VIDEOS?
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D. Independent Practice
• Have students complete comprehension guides in pairs/groups.
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E. Differentiated Instruction
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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.
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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.
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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?
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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??
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A. Procedures/Methods
• Introduction
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B. Development
• Ask students to formulate at least 3 questions throughout the course of the lecture to be used in discussion that follows
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C. Practice
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D. Independent Practice
• Open up for discussion
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E. Differentiated Instruction
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F. Checking for Understanding(Evaluation)
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G. Closure
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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?
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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:
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Lesson 4 – Site Selection & Script Generation
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Lesson 5 – Site Selection Reports
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Lesson 6 - Service Learning Reflection Presentations