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 experience3)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 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

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?

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.

E. Differentiated Instruction

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

C. Practice

D. Independent Practice

• Open up for discussion

E. Differentiated Instruction

F. Checking for Understanding(Evaluation)

G. Closure

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:

Lesson 4 – Site Selection & Script Generation

Lesson 5 – Site Selection Reports

Lesson 6 - Service Learning Reflection Presentations