SOC 411 - Canadian Association for Community Service Learning

SL Reflection #2
About 4 pages
Assess the effectiveness of your worksheet as a teaching tool for illustrating your statistical concept.
What aspects of the worksheet were particularly useful for the Ryerson PS students? What aspects of
the worksheet were confusing for the Ryerson PS students? Explain how you know this, using
specific examples from your interactions with the Grade 8 students. Explain how you would change
your worksheet to make it a more effective teaching tool and to better illustrate your data
management concept. Be sure to give a rationale for each of your changes. (About 2 ½ pages).
Based on your experiences while tutoring and in this course more generally, identify some of the
things that hinder people’s learning about mathematics and statistics. Speculate about the best
strategies for overcoming these barriers. Explain why numeracy and statistical literacy are useful
tools for understanding the social world. Go back and review the initial expectations you identified
in your first reflection paper. Then, in a paragraph, briefly reflect on your interactions with the
Ryerson PS students, and describe how your experiences met or challenged the expectations you
originally had. (About 1 ½ pages).
Please also submit a copy of the final worksheet that you used with students along with your written
work.
Additional Service Learning Requirements
Service Learning students will be required to devote more time to this course than other students.
This extra time will include activities such as the training sessions and the time spent at Ryerson PS.
SL students will be graded on their academic assignments not the additional time they have
volunteered. Your timeliness and attendance are important, however, to ensure that the Ryerson PS
students are not disappointed. Remember - you are representing Ryerson University in these
interactions with community members. Students who are not able to conduct themselves in a
professional way will be asked to leave the SL program.
A copy of the worksheet that you produces will be kept by the Grade 8 teacher you are working
with, and may be used by the teacher/school in future years. Andie or the SL office may also use the
worksheets as examples in future years.
During this project, students may become aware of sensitive information about Ryerson PS students
or community members as a result of their weekly interactions at the school. SL students are asked
to keep all information confidential during and after their service. This includes not identifying any
person they meet in SL by name or including identifying information in their reflection assignments.
At the SL orientation, you must also complete the following SL Program paperwork: Student
Agreement Form, Assumption of Risk and Indemnity Agreement, and an Emergency Contact Form.
Travel off of Ryerson’s campus is required for SL students. A limited number of TTC tokens are
available from the SL Office (JOR-344J) for students who find this expense a barrier to
participation. Please contact Lia at ldepauw@arts.ryerson.ca to arrange for tokens.
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