1. Service learning Highland elementary
Takashi Yokoi

2. What I have done What student wanted to know about Japan Letter
Speaking
Name
Food
Sports
Music
Games
Dance
Etc…

3. What I have done How to write name in katakana Greeting Kabuki mask
Origami
Kamishibai
Onigiri
Japanese game (Karuta, Ayatori)

4. 2 How to write their names
Aims
To tell Japanese letters
To compare with their letters
To know the students

5. 3 Greeting おはよう Ohayou こんにちは Konnichiwa おやすみ Oyasumi ありがとう Arigato
さよなら Sayonara
Aims
To know Japanese greeting
To communicate with students with Japanese

6. 4 Kabuki mask
Making Kabuki masks
Aim
To understand
Japanese culture

7. 5 Making Origami
Aim
To know Japanese
origami

8. 6 Kamishibai Reading Japanese tales Aims Discussion with others
Thinking others feelings

9. 7 Making Onigiri Aims To know how to make Onigiri
To Compare with Japanese and American food cultures

10. 8 Japanese game (Karuta, Ayatori)
Aims
To tell Japanese Kanji
To enjoy Japanese
games

11. What I learned from this Service Learning
How to take care of the noisy children
Falling silent
How to communicate without languages
Clapping with the beat
How important it is to prepare before the class

12. Self and Social Awareness
I did not notice privilege and marginalization in my site
My assumption/
American children are not interested in Japanese
students will fool me because I cannot speak English
Self and Social Awareness
Students deepen their understanding and analysis of the social, cultural and civic aspects of their personal and professional identities.
Define, describe, analyze and integrate the concepts of individual social and cultural group identities and the concepts of social privilege and marginalization.
Demonstrate critical analysis of their own assumptions, values, and stereotypes, and evaluate the relative privilege and marginalization of their identities.

13. Service and Social Responsibility
Society
community
Group
Individual
Service and Social Responsibility
Students deepen their understanding of the social responsibility of professionals in their field or discipline, and analyze how their professional activities and knowledge can contribute to greater long-term societal well-being.
Articulate the relationship between individual, group, community and societal well-being.
Analyze how individual and professional actions contribute to short-term well-being and/or greater long-term societal well-being.
Develop a critical understanding of ethical behavior in the context of their profession or discipline with regard to issues of societal well-being.
actions

14. Community & Social Justice
safe
Social injustice
Systematic inequity
discrimination
Accurate knowledge
Mutual understanding
Community & Social Justice
Students evaluate how the actions of professionals and institutions in their field or discipline foster both equity and inequity in communities and society.  
Examine the demographics, socio-cultural dynamics and assets of a specific community through a social justice framework.
Analyze a community issue(s) in the context of systemic inequity, discrimination and social injustice.  

15. Multicultural Community Building/Civic Engagement
Intercultural communication skills
By teaching some Japanese, we can communicate with each other in Japanese and English
Some skills to let students pay attention
Strategy of creating equity and social justice in communities.
Try to talk with each person
Ask the students what they want to do
Multicultural Community Building/Civic Engagement
Students learn from and work responsively and inclusively with diverse individuals, groups and organizations to build more just, equitable, and sustainable communities
Demonstrate intercultural communication skills, reciprocity and responsiveness in service work with community.
Enter, participate in, and exit a community in ways that are sensitive to systemic injustice.
Develop and implement personal, professional and institutional strategies, policies and/or practices that work towards creating greater equity and social justice in communities.