Task-Based Instruction Service Learning in ESL

1. Task-Based InstructionService Learning in ESL By June Kauffman, Abdulrahman Ahmed, Binna Kim & Kimberly Brown

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. 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

8. Extension Activities • Complete on-going volunteer activity • Organize a relevant fundraiser or drive

9. 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

10. 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

11. 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

12. 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?

13. B. Development • Distribute service learning handout and assignment description • Read through the material with the students. • Answer any questions • Introduce two videos

14. C. Practice • Show two videos • QUESTION: WHEN DO STUDENTS RECEIVE THE COMPREHENSION GUIDE? BEFORE OR AFTER WATCHING VIDEOS?

15. D. Independent Practice • Have students complete comprehension guides in pairs/groups.

16. E. Differentiated Instruction

17. 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.

18. 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.

19. 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?

20. 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??

21. A. Procedures/Methods • Introduction

22. B. Development • Ask students to formulate at least 3 questions throughout the course of the lecture to be used in discussion that follows

23. C. Practice

24. D. Independent Practice • Open up for discussion

25. E. Differentiated Instruction

26. F. Checking for Understanding(Evaluation)

27. G. Closure

28. 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?

29. 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:

30. Lesson 4 – Site Selection & Script Generation

31. Lesson 5 – Site Selection Reports

32. Lesson 6 - Service Learning Reflection Presentations