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1.
Strategy: Graduation Game (Ring Toss) and 32-Day Commitment
Application: ESL Composition Class
Educator: Mary
Gross, Faculty, ESL, MiraCosta College, CA
Implementation: In my developmental ESL composition classes, I introduce the
concept of “20/20,” my prescription for perfect vision: seeing your writing
goals and reaching them. The 20/20 method asks students to commit to reading for
20 minutes per day and writing for 20 minutes per day in a journal. After
introducing this concept, I have students participate in the Graduation Game
with the goal of earning 30 points, which equates to the points of our final
portfolio project. After the ring toss experience, I have students take out
their journals and reflect on the lessons this activity can teach us about
writing (e.g., small daily writings will snow ball into greater results than a
once-in-a-while long writing session). I then provide the students with a 32-Day
Commitment form and invite them to partake in our class’s 20/20 commitment for
32 days. As each student completes his or her 32-Day Commitment, we celebrate
their success with a class “shout out” and I present them with a “Perfect
Vision” certificate to post in our classroom. Our class goal is that by the
end of the semester, every student has a certificate posted on our wall.
2.
Strategy: Graduation Game (Ring Toss) and 32-Day Commitment
Application: Advanced ESL Reading and Writing - Success Foundation Week
Educator: Milcah
Ochieng, Faculty, ESL, Madison Area Technical College, WI
Implementation: I decided to make the first week of
class a success foundation week. I teach about personal responsibility and
self/time management. After personal introductions, students work on the class
constitution. I have them write down three outcomes they want out of the class
(I give specific examples such as "improve reading comprehension"),
three desired experiences (e.g., fun, respect, etc.) and three observable
actions they are going to take to realize those outcomes and desires. To model
my expectations for the activity, I have a few volunteers read to the class their
outcomes, experiences, and actions. Then, I have them get into the "success
team groups." Using the form from the On Course I Workshop, they record
their outcomes, experiences, and actions. Then they sign their contracts
and give a copy to me. I then have each group read aloud their constitution
(most of them turn out to be similar). Then I explain how the success groups are
going to work, such as the groups' keeping track of whether or not members are
are achieving their desired outcomes and experiences, and/or facing
challenges--and offering suggestions on how they can meet or work around those challenges.
3.
Strategy: DAPPS Rule
Application: ESL Reading and Writing
Educator: Marty
Attiyeh, Faculty, ESL, College of DuPage, IL
Implementation: During the first week of class, have students write a DAPPS
goal related to the course, their college careers and their
professional/personal lives, with a target date of the end of the term/semester.
At mid-term, have students review each of these goals and adapt them as needed.
Then, during the last week of the term/semester, have students again revisit
their three goals and write a reflection on what helped or didn't help them
achieve their goals. Have them write three more DAPPS goals for the following
term.
4. Strategy: Affirmation Cards
Application: Noncredit ESL Class, Intermediate-Level Integrated Skills
Educator: Lee Chen, Faculty, ESL, Palomar College, CA
Implementation: In this class, we always start the semester with a grammar review, which include parts of speech and basic sentence patterns. This semester, I integrated the affirmation card milling with a review of adjectives and simple present tense. Instead of just random adjectives, I asked my students to come up with adjectives that describe successful students in particular and successful people in general. I listed their contributions on the board. Then, I asked them to...
*pick three of the
adjectives that represent the qualities they wish to have more of for
themselves in order to be more successful
*use the three
adjectives to write their self-affirmation sentence on an index card I
provided
*engage in an
affirmation card milling activity
The classroom was filled with uplifting energy and contagious excitement. In addition to understanding how adjectives and simple present tense work, my students learned something very important about themselves and each other. This and other On-Course-inspired activities have helped to make teaching and learning in my classroom more purposeful and always positive.
