This makes me look CRAZAZY!! I'm not, I swear. :)
(image from Procorbis.com)
As Marcos noted in one of the earlier blog posts, the SPAN 232 students did a wonderful job with their "reflexiones escritas." They wrote insightful and rich reflections on what they were learning or about to learn.
Something different happened for the "reflexiones orales."
Students have to talk into a webcam for 5 minutes about the assigned topic, record their reflection, then upload it to YouTube to share with their TA.
Some students did a great job and did everything on time.
Many students didn't even follow the directions to invite their TA on YouTube so that they could share the video with them. Those students will get a "0". But that would have been so easy to avoid.
I'm not quite sure what to make of this. Students, if you read this and want to share why this seems to be so difficult for some students to do, please leave a comment.
My only thought is that this is totally new for many students and that the "unknown" is difficult for them. Otherwise, I'm really stumped on this.
One of our recent grads, Nacho Alvarez, got a job in a university in Sheboygan, Wisconsin. The university is very interested in service, and the community has a large Latino population. Perfect for building a Spanish community-based learning program!
Unfortunately, Nacho didn't have a chance to teach "Spanish in the Community" while he was a grad student at the University of Illinois, so he wrote to ask about how to set up partnerhips, build a program, etc. I told him the basics:
1. Our students spend two hours a week in class and two hours a week (for a total of 28 hours) in the community.
2. If he wanted to use my teaching materials, to let me know. They're available through Xanedu.
Then Marcos (my wonderful RA this year) replied with more details about setting up partnerships. Since I think more and more of our grad students will be asked to do this kind of thing, I'm copying Marcos's reply here. It's good advice for anyone starting from scratch to build mutually beneficial partnerships for community-based learning.
:The first thing I would consider is analyzing your own goals in establishing a partnership between the community partners and the college.What are the needs of the community? What are the needs of the students? What kind of volunteer work is needed and/or available for the Hispanic community that your students can perform? etc..
"I would try to get a list of possible places where they work with the Hispanic community: for instance, Ann has created partnerships with schools, but also with the Refugee Center in Urbana, the Girl and Boy Scouts, the Child Care Resource Center on campus, etc...One of my students started this semester at La Prensa as well, the CU newspaper in Spanish. You can try to research a little about possible places before the meeting, and ask them further questions then. I.e. Try to check if there are schools in the area with ESL or bilingual classes with a good amount of Spanish-speaking students, etc...
"I suggest you start with one or two partners only. Once you get information about those places, you could establish how a course would work and present to the college/department a draft with the partnership, course objectives, responsibilities of students, etc...highlighting the connections between the curriculum and academic content of the course with the volunteer work with the community.
1. They developed their ideas in depth, and showed a clear organization.We hope these tips can help you improve your reflexiones!
2. They connected their work/the posting to their own experiences and the classroom material studied (i.e. many refer back to one or several of the 5 C's of foreign language learning).
3. Carefully reviewed their writing (agreements, verb tenses and forms, accents, 'ñs,' etc...).
4. Had at least a sentence or two as a way of conclusion.
Hi there. So, I'm Carolyn 'Carolina' Kloecker, or at least that's how you'll find me on facebook (a reflection of my obsession with Spanish). I'm an International Studies and Spanish major with an Anthropology minor and the CIBER (Center for International Business Education and Research) Certificate. In other words, I'm a dork.
I took Spanish in the Community because I feel that I have learned a great deal about foreign spanish-speaking populations, from studying in México, working with people at Concordia Language Villages from many spanish-speaking countries, and from my other classes, but I have not had much experience with the Latina/o community here in Central Illinois. I am also interested in la comunidad hispanohablante in Chicago, and I hope to work with a Spanish & Illinois partner in the future.
This semester for CBL I'm working with the Girl Scouts outreach program. I'm very excited so far, and I can't wait to use my experience with kids to plan creative girl scouts meetings and have fun with them. The girls will be spanish-speaking, but I'm sure most of them are bilingual, so it may be sort of a spanglish experience. I can't wait to get started!
P.S. the pic is me with my friend Laüra in Monterrey, México on the last day I was there (Summer 2007)