Workshop on Service-Learning James Perren Alliant International University CATESOL Conference San Diego, California – November 20, 2016

I. Creating Lesson Plans & Related Materials When creating lesson plans and related materials, begin with learning objectives/syllabus for the course. Lesson plans for SL in TESOL can be tailored to the specific ESL/EFL (or teacher training) context: Planning and materials development will depend on the specific content and relevant learning objectives of the course (e.g., reading, pragmatics, problem solving, etc.) The nature of the community partner/social issue will also play a key role.

Task 1: Connecting suitable learning objectives to the syllabus Write down a learning objective for the ESL service-learning course. Example: At the end of this ESL service-learning course students will be able to participate actively in communicative situations outside the classroom.   At the end of this ESL service-learning course students will be able to: ____________________________________________________________________________

II. Learning Assignments and Activities Consider what types of learning assignments and activities would facilitate students accomplishing learning objectives on the course syllabus.

Task 2: Learning Assignments Write down 1 or 2 learning assignments for the ESL service-learning course: Potential learning assignment/activity or material ______________________________________________________________________________

III. Assessment Resources Various assessment tools have been found useful for measuring language learning and problem solving. Written reflection activities show how students learn about themselves, current events, and their community. Standardized quizzes and tests (can be Multiple Choice or Open Ended Question Items) can be structured on-line to assess reading comprehension. Reflection Tools can be also be varied by combining any of the following: Regular written reflections (before and after volunteer activities) Final Written Reflection (with or w/o brief capstone presentation assignment). By extension, oral Reflections can also be used (video?).

Task 3: Assessment Conceptualize assessment you could use to measure learning objectives of the course learning/service activities. Write down an assessment for your ESL/EFL service-learning course. Potential assessment to measure learning: ______________________________________________________________________________

IV. Locate and Contact an Appropriate Community Partner (CP) Local nonprofit organizations can be easily located online. One can scan a community partner website noting the contact for volunteer manager or for general volunteering. Many organizations employ at least one volunteer manager or a team of people to organize and manage volunteer groups at their site(s). Contact that person immediately to begin scheduling your visits with them.

Community Partner Locator Resources & Lists http://greatnonprofits.org/city/san-diego/CA http://www.arc-sd.com/home http://sd.sandiegouniontribune.com/non-profit/ http://www.allforgood.org/volunteer-opportunities-in-san-diego-ca https://www.volunteermatch.org/search?l=San+Diego%2C+CA%2C+USA http://www2.palomar.edu/pages/servicelearning/files/2015/09/Service-Opportunities-Working-With-Chilldren.pdf

Task 4: Community Partner What community partners would best meet the needs for your ESL/EFL service-learning course? Potential community partner ______________________________________________________________________________

V. Obtain Materials & Develop Background Information Once you identify community partners and plan for incorporating service-learning at your school/program, locate relevant learning materials. Use reading materials from the topic from the internet. Find information from the Community Partner Website. Test out the reading materials and develop plan for how to use it in class. Pre-read the materials yourself. Check the Flesch-Kincaid reading level and try a small section of the materials with students

Task 5: Materials What materials can foster learning in the ESL service-learning course: Potential learning material ____________________________________________________________________________________________________

VI. Participants Draft a Proposal 1. Territory – What is the social issue/problem the service will address? _______________________________________________ 2. Gap – Indicate the lack of knowledge or a problem in the territory mentioned above. _______________________________________________ 3. Goal – State the general objective of the proposed service-learning activities. Consider Learning Objectives of the Course/Program “How can volunteer/SL task, events, and experiences accomplish these objectives?”   With a yes answer and reasonable educational rationale, then think about social issues that are interesting to you or your students and local CPs that may be open to developing a relationship.

VI. Participants Draft a Proposal 4. Means – Indicate the methods, procedures, plans of action, and tasks that the proposal specifies as leading to the GOAL. __________________________________________________ 5. Outcomes – Describe the anticipated results and achievements of the community-based course. 6. Benefits – Explain the intended outcomes which could be considered useful to the “real world.”

VII. Legal Information & Insurance Waivers You will need appropriate forms to use for insurance purposes in case of injuries or accidents occurring off-campus. A related point is that liability practices likely will be different from campus to campus and within programs on some campuses. A model of sample waivers can be accessed through administrative capacities on campus that oversee and manage student outings if available. Examples insurance waivers have been provided for you.