Transcript APPLES and Reading Partners: The Classroom Alliance Julia Cardona Mack

APPLES and Reading
Partners: The Classroom
Alliance
Julia Cardona Mack
The University of North Carolina at Chapel Hill
The University of North Carolina
at Chapel Hill
• Courses
• Students:
• 27,000 students
• 85% in-state
• 3 out of 4 top 10% of
their class
• Ave. SAT score 1299
• Flagship of 16 constituent
institutions
• 14 colleges
• Programs
• 73 BA
• 112 MA
• 72 PhD
• Professional
• Law
• Medicine
• Pharmacy
• Dentistry
The community:
Chapel Hill-Carrboro

Chapel Hill



Carrboro



1990: 11,553
2000: 16,782 (2,062 Hispanics) 12.3%
North Carolina (2000 Census)



1990: 38,719
2000: 48,715 (1,564 Hispanic) 3.2%
8,048,313
378,963 Hispanic 4.7%
United States (2000 Census)


281,421,906
35,305,818 Hispanic 12.5%
•Statesboro
•1990: 15,954
•2000: 22,698
(Hispanic 2.1%)
The community:
Chapel Hill-Carrboro

Chapel Hill



Carrboro



1990: 11,553
2000: 16,782 (2,062 Hispanics) 12.3%
North Carolina (2000 Census)



1990: 38,719
2000: 48,715 (1,564 Hispanic) 3.2%
8,048,313
378,963 Hispanic 4.7%
United States (2000 Census)


281,421,906
35,305,818 Hispanic 12.5%
The community:
North Carolina
…apples?
Assisting
in Planning
Experiences
People
Learning
in Service
The history of APPLES
part I

1990

Tony Deifell
•Center for Teaching and Learning
•Referendum = $.90
health
The history •Public
of APPLES
science
part•Political
II
•Sociology

1991

•Education
6 pilot courses
•Public art
•Journalism
•City and regional
planning
"I
believe the student ownership …
reveals the strength of our program.
Our motivation is contagious …
Students working to influence the
quality of their own educational
experience can be a powerful catalyst
for improvement of that experience."
Spanish 50A

Ueltschi grant recipient 1998
Experiment for all Grammar and
Composition courses
 First service-learning course in Romance
Languages
Awareness
of the
Reader

Spring 2006
•Anthropology

24 courses
•Computer Science
•Dental Hygiene
•Education
•Journalism
•Public Health
•Planning
•Psychology
•Religion
•Sociology
Spring 2006

Spanish language and culture
3H
 4A
•50: Grammar and Composition
 51: Conversation II

“experiential learning”
“serve-to-learn”
As commonplace as the term
 service-learning“service learning” is now, it was


strange back then – and met with
some distrust. Student activism
led the way for it to happen.
National Service-Learning
Tony Deifell
Clearinghouse
Student Activism Message Board
alumni.unc.edu
Posted: Wednesday, February 08, 2006

http://www.servicelearning.org/
What the experience should
teach:
Who will read this?
 What is this text meant to
accomplish?
 What is my job as writer?
Awareness
 How does language reflect
the
of the
community of speakers?Reader

“the plan”
1.
2.
3.
4.
5.
6.
Students meet with Writer.
Receive TEXT.
Students meet with Reader.
Students translate.
(Instructor edits.)
Writer and Student review
and edit.
Reader tests the TEXT.
TEXT delivered to Writer.
Placement in the community

A problem from the start
Translations seen as text-to-text
experience
 Students’ frustration with lack of contact
with speakers

The TEXT
Bad English
Government forms
= better Spanish
Student
Boring….
 Legal documents
and handouts
boring….
Handbooks
 Flyers
boring….
 websites

Yikes!
Volunteering in the schools
One-on-one mentors: Blue Ribbon
Mentor-Advocate Program
 First Day Friends
 Classroom volunteers

English as a Second Language
 Coach write!
 School Reading Partners

Reflection and the Syllabus
ENERO
lunes
martes
miércoles
jueves
viernes
.
9.
10
11
Introducción al curso
12
13
EPP: 3-14
19
20
1."hace..." y "hace
que"
EPP:27-38
17
16
LIBRE
23
Pruebita cap. 1
EPP:40-47
30
Pruebita cap. 2
EPP: 71-82
FEBRE
RO
lunes
18
EPP: 14-26
24
25
2.El imperativo
EPP:47-69
primera versión de
composición. 1
26
27
APPLES
miércoles
jueves
viernes
1
3. pero/sino
EPP: 82-94
2
3
EPP: 95-107
31
martes
.
.
6
Pruebita cap. 3
EPP: 112-124
7
8
4. voz pasiva
EPP: 124-144
9
10
5. conocer/saber,
pedir/preguntar
EPP: 145-161
.
13
pruebita cap. 4
EPP: 163-176
14
15
6. el infinitivo
EPP: 177-187
16
17
7. subjuntivo pasado
EPP:188-207
.
20
pruebita cap. 5
8. si/como si
21
22
primera versión de
composición 2
23
24
9. secuencia de
tiempos
Reflection and the Syllabus
.
20
pruebita cap. 5
8. si/como si
EPP: 209-226
.
27
Repaso
MARZO
.
.
ABRIL
lunes
21
22
primera versión de
composición 2
EPP: 227-235
23
24
9. secuencia de
tiempos
EPP: 235-250
miércoles
jueves
viernes
1
MIDTERM
2
3
10. pronombres sujeto
EPP: 254-268
28
martes
6
11.
pronombres
preposicionales
EPP: 268-281
7
8
12. complemento directo
EPP: 281-288
19
10
Repaso
13
Springbreak
14
15
Springbreak
16
17
Springbreak
20
13. clíticos
indirectos
EPP: 290-312
21
22
14. verbos como gustar
EPP: 312-340
23
24
pruebita cap. 7
27
15. el reflexivo
EPP: 342-354
28
29
pruebita cap. 8
EPP: 354-365
30
lunes
martes
miércoles
jueves
3
4
5
6
31
APPLES
viernes
Reflection and the Syllabus
ABRIL
lunes
martes
miércoles
jueves
viernes
3
16. "se" para
expresar
reciprocidad y
casualidad
4
5
pruebita cap. 9
primeraversión de
composición 3
EPP: 389-412
6
10
pruebita cap. 10
EPP: 420-430
11
12
18. verbo seguido de
infinitivo
EPP: 431-454
13
14
LIBRE
17
19.
demonstrativos
y posesivos
EPP: 455-478
18
19
pruebita cap. 11
20. cuál y qué
EPP: 480-493
20
21
21. el artículo neutro
"lo"
EPP: 493-512
24
EPP: 512-524
25
26
APPLES
27
28
último día de clases
1
EXÁMENES
FINALES
2
3
4
5
8
9
10
11
12
7
17. por/para
EPP: 413-418
EPP: 366-389
.
MAYO
Administrative issues
Evaluation and
 credit on transcript: one hour
grading

Requirements:




2/5 hours per week/ 10 weeks
Attend all reflections
Final presentation
Recommendation of site supervisor


2006
APPLES projectWhy do we have a service-learning component in this course?We want to learn how
a writer and a reader interact with a text.
It is very difficult in a classroom setting, to get a good sense of the relationship between the writer and his
reader because, as students, you know who your reader will be: your instructor. As a result, you write
keeping in mind what you think your instructor wants to read, and you read with the intention of noticing
and remembering what will be useful in class.
This situation is normal, but not all that useful in gaining a true sense of the relationship of the text and
its humans. The awareness that the writer has of his reader and the image the reader constructs of the
writer, are interesting concepts, worth exploring beyond the classroom.
The better you understand your reader, the better writer you'll be.Before we start
Grading
You need to sign up with Reading Partners.
They will be on campus the following days:
January 17, 18, 19
Student Union Rm 2511
10:00-4:00
Make sure to tell the volunteer you sign up with that you're in Spanish 50A.What we will do
You will earn one additional credit for the APPLES component of the
course.
To record this, you'll be enrolled in Spanish 93.
Every student will be assigned a school in the Carrboro-Chapel Hill City school system. Your job will be to
report
to the teacher
whodetermined
will supervise you and
help children learn
to read.
The
grades
be
in the
schools.
Before
we startwill
everyone
will be trained byby
the your
expertswork
from CCHC
schools,
so we will Your
know what to do.
You will need 2-5 hours a week for 10 weeks to fulfill this service-learning requirement.A special project
supervisor will be asked to report on your performance at the end of
The teachers have asked us to tape our voices reading some of the books so the children can take these
the
semester.
The reading.
APPLESWeprogram
will
make
a form
available
for this
tapes
home and practice
will be taping
some
of the books
in English
and Spanish
and
translating and taping others. This will be done on campus.Grading
purpose. Please remember to pick it up at the APPLES office or ask
You will earn one additional credit for the APPLES component of the course. To record this, you'll be
the
APPLES
facilitator
for it.
enrolled
in Spanish
93.
The grades will be determined by your work in the schools. Your supervisor will be asked to report on
your performance at the end of the semester. The APPLES program will make a form available for this
purpose. Please remember to pick it up at the APPLES office or ask the APPLES facilitator for
it.Reflections
As part of the APPLES process, students meet for 3 reflection sessions in the semester. They are marked
on the syllabus: 1. January 27
2. March 31
3. April 26In order to receive credit for the APPLES project you must attend ALL reflection
sessions.Questions
Address your questions regarding the APPLES project to the project facilitator:
Benjamin Lundin Julia Cardona [email protected] McCay, Volunteer Specialist
Carrboro-Chapel Hill City Schools
[email protected] ParkinsAPPLES program, UNC
[email protected] find out more about APPLES.
SATISFACTION

Experience with children
 Taping

stories
Collaboration
Academic “results”
Is Span50 replicable?
 Who has benefited?

Students
 Faculty
 Program
 UNC
 Community

…but…
Yes
ADJUST!
Students
’
reactions
institutional administrative support
Objectives
fin