D.K. Hakam: Innovative Study-Abroad Experiences to Connect, Engage and Empower (Q3)

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Drawing from the Chicago Public Schools (CPS) summer program in Shanghai and Portland Public SchoolsChina Research Residency (CRR) in Suzhou, participants will examine how two study-abroad models can increase long-term motivation, connect students to the culture and improve language proficiency. CPS emphasizes strong ties to host institutions; the CRR emphasizes small-group field studies tied toproficiency standards. Participants will learn about maximizing students study-abroad experiences and will develop strategies for running a successful program including practical predeparture training and empowering in-country and post-program activities. Video footage of students in China and sample fieldstudydesigns will be presented.

Transcript

  • 1. Innovative Study Abroad Experiences that Connect, Engage, and EmpowerDavid Kojo Hakam Curriculum Specialist, Lead Teacher PPS Chinese Flagship

2. Portland Public Schools

  • Hosford Middle School (6-8)Immersion, Heritage & Second Language Program
  • Social studies content classes
  • Mandarin language arts classes
  • Intermediate Mid Outcome Target
  • 8 thgrade China Research Residency

3. High School

  • Cleveland High School (9-12) Language Immersion (Started 2007)
  • Rigorous advanced level theme-based courses
  • AP & IB Course integration
  • Targeted outcome of advanced proficiency
  • University Flagship Ready
  • Summer Institute in Yunnan (SIY)
  • - Community Service Projects
  • - Intensive language study
  • - Village home stay
  • Photo courtesy of Minds Abroad

4. China Research Residency (CRR) Suzhou, China Hosford Middle School Portland Public Schools Chinese Flagship 5.

  • I hear and I forget. I see and I remember. I do and I understand. - Confucius
  • What you do is more important than where you go

6. The Language Myth

  • It is not unusual for language educators to assume mere exposure to native speakers will increase language skills on field trips and even study abroad programs, and as a result, may deny students a golden opportunity to measurably increase language proficiency and cultural competency
  • (Wilkinson, 1998 )

7. CRR Background

  • One-year prep-course culminating in 2-week residency
  • Intensive Fundraising
  • Experiential learning (not a shopping tour )
  • Curriculum aligned with proficiency guidelines

8. Pre-departure Training

  • Student Ministries
  • Course-Curriculum
  • Culture, geography, travel, survival skills
  • Sister-School Exchange
  • Field Study Practice
  • Inquiry Project Prep
  • Chaperone Training
  • Legal affairs
  • Communications
  • Chaperone
  • Gifts & Supplies
  • Technology
  • Fundraising
  • Translation

9. Survival Practice

  • Map reading & directions
  • Buying tickets
  • Shopping/Bargaining
  • Asking for Information
  • Dealing with complications

10. Experiential Learning

  • Treasure Hunt Orientation
  • Formal visits to local schools
  • Student-led Field Study Excursions
  • Extended Home-stay with Chinese Family
  • Inquiry Project exploring local community
  • Capstone Presentation

11. School Exchange

  • Establish long-term Relationship
  • Cultural activities
  • Gift Exchange
  • Visit classrooms

12. Home-Stay

  • Middle School families
  • Cultural understanding
  • Language/culture exposure
  • Long-Term friendships

13. Orientation Treasure Hunt

  • _______
  • _______
  • _______
  • ________
  • ________
  • _______
  • _______
  • : _______ _______
  • ________
  • _________ ________

14. Field Studies

  • Student-led small groups
  • Assigned Roles & responsibilities
  • Meaningful, real-world tasks
  • Integrate 4-skills

15. Field Inquiry Tasks x x 16. : 17. Inquiry Project

  • Science-based
  • Cultural Comparison
  • Interviews & Surveys
  • Capstone Presentation

18. 19. Benefits

  • Increased Confidence
  • Improved Proficiency (Stamp Test)
  • Deeper Appreciation
  • Long-term motivation
  • Life-Changingexperience

20. Parent Feedback

  • [our daughter] gained an experience which changed her life and her relationship with the language. She has become an independent, self-assured mandarin speaker in that 2 week period (it was always there but now she believes it). My advice to parents in the future trips--trust it to work. Let the magic happen and it will. Your job is to raise money for the trip, and let your child and the staff do the planning
  • 8 thGrade Parent

21. Questions?