- Program Considerations
- Classroom Strategies
- Levels of ESL Literacy
Be Green at BVC
Be Green at BVC
By Maureen | Thursday, October 20, 2011 at 5:31 pm
Program:Educational preparation ESL literacy programs
CLB Literacy Phase :Phase I - III
Where:Bow Valley College
Target Audience:Youth (18–25 years)
BELLS, Building Essential Life and Literacy Skills, is a class offered in the Bridge program.
This is a project-based learning course designed to help learners gain experience in group work, meeting deadlines, setting goals and communicating with both the school and larger community.
The project showcased here is called: Be Green at BVC. It was an environmental challenge for the college community.
The outcomes were to create a poster using Microsoft Publisher, manage time by meeting and following deadlines, communicate effectively in a group, and communicate and present to the college community.
We did this project because it was related to our Environment theme, and because it allowed so many different skills to be learned and practiced. The learners had to work successfully in groups, create a postcard and poster using Microsoft Publisher, speak to the college community, meet deadlines and increase knowledge of environmental concerns.
Learners generated a list of eco-challenges they wanted to give to the school. These challenges included bringing a litter-less lunch, turning off the computer monitor when not in use and taking a 5-minute shower. The learners researched facts about how much waste was involved in each challenge. For example: How much energy do computer monitors waste? How many coffee cups are thrown away every day?
Learners were put into groups and each group was responsible for one challenge (10 in total). The learners created a poster in Microsoft Publisher to advertise their particular challenge. Posters were placed around the school to advertise the event. Learners also created a poster board to explain their challenge. To advertise the event, the learners created postcards that were distributed to instructors on a PD day. The instructors then disseminated the information to their classes. The learners gave short presentations to various classes (literacy to EAP) to generate interest in the event and allow people to participate more easily on event day.
On event day, the ten groups took turns at the display boards. If people said they had done the challenge that day, their name was entered into a draw to win an eco-friendly prize.
We evaluated based on their ability to work in a group, how well they spoke to the college community, attendance, engagement, the quality of their poster and their knowledge of the subject.
This project was hugely successful in terms of learner engagement and meeting outcomes. It was one of the best, yet most challenging projects we had done. The learners felt an amazing sense of accomplishment and the feedback from them was astounding.