Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain"

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1 Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain" Class Meeting Times TBA Fall 2017 Paul D. Deering, Ph.D. "Doctor Paul" deering@hawaii.edu Office Hours: TAB Required Texts Palmer, Erik (2014). Teaching the Core Skills of Listening and Speaking. ISBN-13: Dixon, Tara & O'Hara, Martin (2012). Communication Skills. Laulima: [DixonO'Hara-PBL- ORG-Communication Skills] or 20Skills.pdf Course Description This course addresses various factors that influence the formal and informal communication of diverse populations within a comparative learning framework of Hawai'i and Seville/Spain. The goal is for all students to be capable of positive interactions with diverse populations in Seville, and by extension, around the world. Class will focus on practical application in a "living laboratory" format, with an emphasis on generative and receptive roles for oral and written communication in varied contexts. Study Abroad (SA) Student Learning Outcomes (SLO's) As a successful student, you will engage in reflective reading, formal and informal writing, small and large group discussion, presentations, field excursions and other activities. Depending on the levels of fluency of class members, oral presentations and discussion in the Spanish language may be possible. Content and activities will focus primarily on people, places and concepts regarding our host context of Seville, Andalucía, Spain, with comparison to Europe, the Mediterranean region, Hawai i, the United States and the diverse communities within them. 1. Demonstrate awareness of your own cultural values and biases and how these impact your ability to work with others. 2. Demonstrate knowledge of diversity with a focus on the population or topic of interest in your Study Abroad program. 3. Communicate appropriately and effectively with diverse individuals and groups. 4. Demonstrate an increased capacity to analyze issues with appreciation for disparate viewpoints. EDCS Course Objectives (CO's) 1. Conduct research on yourself as a learner and communicator, and implement steps to strengthen yourself in both areas, particularly via the C1-Learner Profile and C3- Communication Self-Improvement Projects. 2. Learn to use a variety of listening skills appropriate to diverse contexts of your study abroad -3-

2 experience via daily class discussions and structured activities. 3. Develop an understanding of and respect for diversity in language and communication use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles that you are experiencing in your study abroad context. 4. Advance your perceptiveness and insights into the use of language in formal and informal contexts, in order to promote access and effectiveness, particularly via the C2-Collaborative Language & Learning in Action Project. 5. Deepen your ability to lead and participate in collaborative communities, particularly via the Communication Self-Improvement Project. 6. Enhance your ability to plan, deliver and refine oral presentations by presenting the formal course assignments: C1-Learner Profile, C2-Collaborative Language & Learning in Action Project, and C3-Communication Self-Improvement Project. GRADING POLICY Grades are not calculated on a simple percentage or point basis. The only initial grades given on assignments are A, B, I. Professional competence requires that one be at least basically proficient with course concepts and writing conventions. Therefore, it is not possible to get a good grade in the course (B or A) unless your grades are at least at B for all course assignments. If a student persists in submitting substandard work (<B-) or persists in not submitting work, the instructor may issue a final grade on an assignment or for the course that is lower than B-. A Completion of all assignments; mostly grades of A, A- (1 B+ OK) on C1, C2, C3 B Completion of C1, C2, C3; grades of B- I Anything below B requirements C,D,F Persistent failure to submit work of B- quality Work submitted after the semester has ended will result in a maximum course grade of B+ unless there is a prior, written agreement with the professor. The percentages below note the relative weight and effort required for assignments grades are not based on course average. COURSE REQUIREMENTS All assignments are submitted electronically on Laulima. Revision/Rewriting is encouraged -- You may revise assignments and resubmit assignments as many times as you wish. Course Assignments/Expectations IMPORTANT: In all class sessions and Course Assignments, you may reveal as much or as little as you wish about yourself. Professional Contribution -- to Own and Others' Learning 10% Study Abroad SLO's - All; CO's - All You will be expected to contribute actively in class. Be prepared for class with the required materials and/or assignments, and having read the assigned material. Your contribution should include your own verbal input, as well as leaving room and offering encouragement for others. It is not acceptable to quietly absorb information you must demonstrate the ability to speak knowledgeably about course content. You will also be expected to participate in group presentations of readings and topics. -4-

3 Ten-Minute Thrill 10% Study Abroad SLO's - All; CO's - All Share a passion with the class. Teach us about or how to do something you love. Get us actively involved! Two or three students will be scheduled to present in each class session (10 min. max). Evaluated via Oral Presentation Rubric - You may select 3 categories on Rubric (plus #6 - Overall) to be evaluated on. Online Forum: Read/Write Reflect 20% Study Abroad SLO's - All Write and post 2 items in box provided in Laulima-Forums for each class session. Keep in mind that Forum writing is accessible to classmates, so only post content that you are comfortable sharing in this public context. 1) Reading Reflection brief (1-2 pgs.) reflection on assigned readings/content. Relate ideas from readings to your personal and professional experiences. 2) Reflection Response write a brief (~4-6 sentences/bullets) response to the Reading Reflection of a classmate. Must be posted any time prior to start of class session. *Post a new Reply to a classmate s writing that has not yet received a Reply. Grading of Assignments C1, C2, C3 below will be weighted 50% each for the written product submitted on Laulima (via assignment-specific Rubric) and the Oral Presentation in class (via the general Oral Presentation Rubric). C1: Language Learner Profile 20% Study Abroad SLO's - 1, 3, 4; CO's - 4, 5, 6 Assess yourself as a learner, specifically of the Spanish language and culture. Identify areas of strength/comfort, as well as areas for growth. Use an assessment tool, such as any of those provided* or others of your choosing. Present your findings via Graphic Text (i.e., visuals), accompanied by explanatory paragraphs, following the Outline below (5-7 pages). Each student will present a synopsis of their Learner Profile to the class (7 min. max). Outline Introduction/Overview 3-5 Strengths / Comfort Areas (illustrated paragraphs) 2-4 Growth Areas (illustrated paragraphs) Summary/Conclusion Reference List *Online Inventories -- list of sites will be provided (Do NOT use any that require payment). C2: Observation of Communication in a Local Spanish Context 20% Study Abroad SLO's - 1, 2, 3, 4; CO's - 3, 4, 5, 6 Observe communication in a local setting, i.e, somewhere in Seville, Spain. For example, observe interactions in a cafe, market, school (whether for children, university, etc.), a place of business... Conduct at least 3 observations (totaling ~2 hours). Apply concepts from class and readings. Guidelines for developing a context-specific observation will be provided. Each student will present a synopsis of their C2 project to the class (10 min. max). -5-

4 C3: Communication Self-Improvement Project 20% Study Abroad SLO's - 1, 2, 3, 4; CO's - All You will choose a focus for your own self-improvement within the realm of communication in our local Spanish context. It can focus on any of the following, in formal or informal contexts: generative &/or receptive modes; speaking, listening, reading, writing, nonverbal; electronic media. Areas of improvement could involve informal interactions with Spanish peers, formal introductions to persons of authority, presentations of information, being interviewed... Organize your work around three questions: Why? (goals) How? (methods) How do we know? (assessment). You will present an oral synopsis of your project to the class (7 min. max). SCHEDULE Subject to revision: check weekly Announcements ( ed & posted on Laulima) Week Activities, Themes, Topics What is due this date? DOH = [DixonO'Hara-PBL-ORG-Communication Skills.pdf] - Laulima download EP = Erik Palmer text: Teaching the Core Skills of Listening and Speaking L = [xxx] filename from Laulima-Resources-Readings 1 Who are we? Individually, collectively? What do we all need and want from this experience? Overview of course Home Base Groups formed - each gives "guided tour" of section of syllabus. Models/Theories of Learning Download & look over: L: Syllabus Padlet: Upload to web-link provided -- 1) Name/(incl. how to address you, e.g., Doctor Paul) 2) Pix of you (upload or screen shot) 3) Home life -- where, who's there 4) College major, post-grad plans/hopes 5) Fun - how do you?? 2 What is communication? What are the roles of language, culture, relationships? DOH-1: The Communication Process TBD -- materials related to excursion. 3 FIELD TRIP - Overview of Seville - Bus Tour: featuring Plaza de España, Museo del 4 Baile Flamenco, Centro Historico de Sevilla, Real Alcázar, World Heritage Sites, Islamic monuments, old medieval Jewish quarter. TBD -- materials related to excursion. 5 And now, presenting... No fear! DOH-6: Presentation Skills 6 Listening - Yes, it is an active process! 7 Collaboration, Cooperation, Constructivism Coercion... DOH-2: Active Listening Skills L: [4LsOfParenting-2015-Deering] DUE: C3a (Submit on Laulima) DUE: Oral presentations of C3a (half of class) EP-3: Collaborating/Discussing DUE: Oral presentations of C3a (half of class) -6-

5 8 I can't hear what you're saying because your body language is drowning it out. DOH-3: Non-verbal Communication TBD -- materials related to excursion. DUE: C1 (Submit on Laulima) DUE: Oral presentations of C1 (half of class) 9 10 FIELD TRIP - Museo de Bellas Artes de Sevilla, founded 1839 after the desamortizacion, shuttering of religious institutions, contains works from across the city and region from the medieval period to the early 20th century. TBD -- materials related to excursion. 11 The media is everywhere! How do we make sense of it? 12 The media is everywhere! How do we make sense of it? 13 Indigenous people, languages, cultures 14 Melting pot, fruit salad, paella, poi... EP-3: Listening/Media Literacy DUE: Oral presentations of C1 (half of class) EP-7: Incorporating Multimedia DUE: C2 - (Submit on Laulima) DUE: Oral presentations of C2 (half of class) (Home Bases assigned readings): W: W: waiianeducation/pages/history-of-the-hawaiian-education-program.aspx W: DUE: Oral presentations of C2 (half of class) Read & Forum DUE: Oral presentations of C3 (half of class) 15 Melting pot, fruit salad, paella, poi... Final course evaluation online ecafe. DUE: C3abc - (Submit on Laulima) DUE: Oral presentations of C3 (half of class) -7-

6 Rubric: C1 Student Dr. Deering Reviewer The degree to which your submission addresses each required item will be noted in the check-boxes. Verbal feedback will also be provided. e that you may revise/resubmit the project (for a potential grade change) after addressing the feedback. The instructor's filled-in Rubric must accompany all resubmissions. Vivid, insightful presentation of the following: 1) Intro / Overview Clear explanation of project's purpose and its significance to you. 2) Strengths / Comfort Areas Clear explanation, and illustration of areas of strength/comfort as a learner. Clear explanation of assessment processes used. 3) Strengths / Comfort Areas Clear explanation, and illustration of areas of target for growth as a learner. Clear explanation of assessment processes used. 4) Summary / Overall Level of Scholarship Clear explanation of project's significance for you in terms of strengths and growth areas identified. 5) Reference List High quality sources Complete, properly formatted list (per APA or MLA) Overall Evaluation A B Grade = All areas = 1 below ; 0 = Revise and Resubmit 2 below -8-

7 Rubric: C2 Student Dr. Deering Reviewer The degree to which your submission addresses each required item will be noted in the check-boxes. Verbal feedback will also be provided. e that you may revise/resubmit the project (for a potential grade change) after addressing the feedback. The instructor's filled-in Rubric must accompany all resubmissions. 1) Intro / Overview Clear explanation of project's purpose and its significance to you. 2) Methods -- Clear explanation of sound methodology, detailing: a) Participants/Context who, why, when, how -- sampling methods (DAHGRACEM)* b) Procedures: observation methods c) Participant Relations confidentiality, consideration 3) Findings What you found/observed, presented in logical segments, likely to include some/all of -- collaboration, language, learning 4) Discussion/Critique Analysis of "success" of interactions, along with recommendations to enhance the effectiveness of the context for all participants. 5) Overall Level of Scholarship Comprehensive, professional writing and analysis regarding significant issues. Overall Evaluation A B Grade = All areas = 1 below ; 0 = Revise and Resubmit 2 below -9-

8 Rubric: C3 Student Dr. Deering Reviewer The degree to which your submission addresses each required item will be noted in the check-boxes. Verbal feedback will also be provided. e that you may revise/resubmit the project (for a potential grade change) after addressing the feedback. The instructor's filled-in Rubric must accompany all resubmissions. 1 (C3a) Objectives: Why? Written explanation of the whole project, including your objectives (2-4, numbered), and their significance in your life (2-3 pages). 2 (C3b) Methods: How? Written explanation of your How? -- attempts to increase your proficiency in the area specified in your objectives (journal; video; website; presentation...). 3 (C3c) Assessment: How do we know? Written reflection on your efforts: How can you and others assess your success at your objectives? (~2 pages) 4) Summary / Overall Level of Scholarship Clear explanation of project's significance for you in terms of strengths and growth areas identified. 5) Overall Level of Scholarship Clear explanation of project's significance for you in terms of strengths and growth areas identified. Overall Evaluation A B Grade = All areas = 1 below ; 0 = Revise and Resubmit 2 below -10-

9 Oral Presentation Rubric Presenter: Assignment & Title: 1) PRESENCE body language & eye contact -contact with the public -poise -physical organization 2) LANGUAGE SKILLS correct usage -appropriate vocabulary and grammar -understandable (rhythm, intonation, accent) -spoken loud enough to hear easily 3) ORGANIZATION clear objectives -logical structure -signposting 4) MASTERY OF THE SUBJECT pertinence -depth of commentary -spoken, not read -able to answer questions 5) VISUAL AIDS transparencies, slides -handouts -audio, video, etc. 6) OVERALL IMPRESSION very interesting / very boring -pleasant / unpleasant to listen to -very good / poor communication TOTAL SCORE /