SOC 411 - Canadian Association for Community Service Learning

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SL Activities Timeline: Thurs. January 15, noon January 19-21 January 23-February 2 Wed. January 28, 9-11 am Tues. February 3, 5-7 pm SL Applications due to Andie by noon SL students selected and confirmed participate in an orientation to SL and learning through experience Ryerson University students visit Ryerson PS Tutor training with Jason and Jack; select worksheet concepts Ryerson 2 Program Dates: February 26, March 5, March 12, March 26, April 2, and April 9 (no session on March 19 because of March Break; bring worksheets starting on March 12) Lunch session: 12:00-12:30 (arrive at 11:45 and leave at 12:45) After-school session: 3:45 – 4:15 (arrive at 3:30 and leave 4:30) * Ryerson U students will attend either the lunch session or the after school session. Late March/Early April Ryerson Grade 8s visit Ryerson University, hosted by SOC 107 You are welcome to join them in their activities, provided it does not interfere with your own classes. SL Reflection #1 About 4 pages 1a: Before the school visit: Go to the website www.torontohealthprofiles.com to find out more about the neighbourhood that the school is located in (the school is in the Chinatown-Kensington area). Using the data provided on the site, briefly describe two or three characteristics of the neighbourhood and explain how it compares to Toronto more generally. Focus on data that capture social inequalities, and use a sociological perspective to interpret your findings. In a paragraph, describe your expectations about the Ryerson PS students you will be working with. (About 2 pages). This portion of the reflection is due on January 27 th - but the exercise will not be graded until after the second part of the reflection is submitted. 1b: During and after the school visit: During the school visit on January 28 th , observe the classroom and the teacher carefully. Identify the strategies that the teacher uses to introduce and illustrate concepts to students. Explain which teaching strategies seem to be the most effective and which teaching strategies seem to be less effective, and speculate about why. Give specific examples from your observations in your descriptions. Based on your observations, describe the strategies that you think will be most useful when tutoring these students and explain why you think they will be useful. (About 2 pages). This portion of the reflection is due on February 4 th . Your reflections in this component may be shared with the teacher you are working with. 10
Worksheet Development Worksheet: 1-2 pages Written explanation: 2-3 pages Choose a basic data management concept to develop a worksheet about. Please coordinate with other students to make sure that you do not duplicate topics. Using the instructions provided in the February 3 rd workshop, develop a worksheet that highlights some aspect of people’s health in the Ryerson PS neighbourhood compared to people’s health in Toronto overall. These data are available in the SL section of the course Blackboard site. More information about these data and interactive maps are available at www.torontohealthprofiles.ca. Possible worksheet concepts include: • making and interpreting frequency tables • making and interpreting stem and leaf plots • making and interpreting bar graphs • making and interpreting pie graphs • the difference between a sample and a population • using percentages to make comparisons between groups Develop a 1-2 page worksheet that will help a Ryerson PS student learn the concept you have selected. Your worksheet should begin by setting out a problem, and then guide the students through the steps needed to solve the problem with a series of simple instructions and/or questions. Be sure to include some questions that will help the student to use math as a tool for understanding more about their community and social world. In 2-3 pages, explain the decisions you made when you developed your worksheet. Be sure to: • identify the data management concept that you are illustrating in your worksheet • identify the key elements that a student needs to understand in order to be able to apply this concept • explain how the worksheet guides the student through these key elements • explain how the worksheet helps the student to use the results to understand their social world When you hand in this project, please submit a blank worksheet, a worksheet that you have completed with the correct answers, and your written explanation. You will be evaluated on both the quality of your worksheet and the written explanation that you provide. You are encouraged to revise your worksheets after receiving feedback from Andie and working with the Grade 8 students for the first two weeks. Once you bring your worksheet to the class for the first time and distribute it to other SL students, please do not make any further changes. 11
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SOC 411 - Canadian Association for Community Service Learning

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