IIW 2025
Originally, the JAM Project was designed as an L5 course project. This week, I redesigned it into a 4+1 model for intermediate heritage learners (L4), adapting it for modular implementation and better alignment with proficiency goals.
Format
- In-Class: 2-week project module (Mon–Thu, 50 min/day)
- Asynchronous: 3 Fieldwork Fridays (once a month) for JAM mentoring sessions + IDEAL reflections
Standards/Community -Based Student Objectives of Learning (SOL) and Activities
Aligned with the ACTFL World-Readiness Standards (5Cs)
| 5C’s Standard Goal Area | Related Activities |
| 1. Communication (Standards 1.1, 1.2, 1.3) | · Mentoring sessions (Interpersonal)
· Role plays & mock interviews · Reading & listening (TED Talks, guest talks) · Writing résumés, emails, reflections · IDEAL reflection writing |
| 2. Cultures (Standard 2.1) | · Compare career practices in Korea vs. U.S.
· Discuss workplace values with mentors |
| 3. Connections (Standards 3.1, 3.2) | · Read authentic career-related materials
· Gain field-specific insights from mentors |
| 4. Comparisons (Standard 4.2) | · Contrast Korean and U.S. and other countries’ resumes and communication styles |
| 5. Communities (Standard 5.1) | · Engage with graduate mentors in Korean
· Share mentoring experiences in class discussions |
Multimodal Learning/ Instructional Materials
- Infographics on Korean and global career paths, job trends, and resume styles
- Articles highlighting various professions, career journeys, and workplace values
- Audiovisuals: TED Talks, guest speaker talks (recorded or live)
- Writing Practice: Résumés, cover letters, follow-up emails, reflection journals
In-Class (4) and Asynchronous (+ 1) Activities Overview
| In-Class (Mon–Thu) | Fieldwork Friday (1x per month) |
| · Two-week module focused on the theme of ‘Profession’
· Daily activities include vocabulary building, reading/listening tasks, role-plays, and writing workshops · Students prepare for mentoring sessions with vocabulary and cultural discussions · Final in-class discussion (in Korean) allows students to reflect on and share mentoring experiences |
· Students meet with a graduate mentor (1 hour, in Korean)
· Conducted via Zoom, phone, or in-person · Focus topics: academic journey, career planning, and professional advice · After each session, students submit a written reflection using the IDEAL model · Total: 3 mentoring sessions and 3 IDEAL reflections throughout the semester
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General Schedule Overview
| Day | Activity |
| Monday–Thursday (In-Class) | Vocabulary building, career-themed readings, listening activities, mock interviews, writing practice (résumés, emails), critical discussions |
| Friday (Asynchronous – Fieldwork Friday, once/month) | 1-hour JAM mentoring session + IDEAL written reflection (topics: academic journey, career prep, advice) |
General Activity Overview by 4 + 1 Day Model
| Day Type | Activity Focus | Purpose | Example Tasks |
| In-Class (Mon–Thu) | Language input and skill-building | Prepare students linguistically and culturally for real-world mentoring interaction | Vocabulary practice, résumé writing, reading articles, role plays, jigsaw discussions |
| Fieldwork Friday (1x/month) | Mentoring session + reflection | Apply language, Community-based Project learning, and intercultural skills in an authentic mentoring context | 1-hour mentor meeting (in Korean), IDEAL reflection writing |
Assessment Overview (10% of Course Grade)
- Mentoring Session Participation: 3 sessions (3%)
- IDEAL Reflections (Mentee): 3 reflections (4.5%)
- In-Class Discussion & Sharing: 1 session (2.5%)
* + Community Partner (Mentor) Feedback Form
IDEAL: Guided Critical Reflection Prompts
| IDEAL Reflection Framework | Mentee Reflection Prompt (in Korean) (Students) | Mentor Reflection Prompt (in Korean)- Community Partners | ||
| I – Identify | 멘토링 중 인상 깊었던 순간이나 대화를 떠올려 보세요.
Identify a meaningful moment or exchange from your mentoring session. |
Identify a meaningful exchange or moment from the session. | ||
| D – Describe | 그 상황에서 어떤 이야기나 활동이 있었는지 구체적으로 설명해 보세요.
|
Describe what was discussed or observed during the mentoring session. | ||
| E – Examine | 그 경험에서 어떤 언어나 문화적 배움이 있었나요? 놀랍거나 어려웠던 점은?
What did you learn—linguistically, culturally, or personally? Was anything surprising or challenging? |
What did you learn about the student’s interests, challenges, or communication style? | ||
| A – Apply | 이번 경험을 앞으로의 진로나 학업 계획에 어떻게 적용할 수 있을까요? How can you apply what you learned to your academic or career goals? | How did this experience relate to your own professional or academic journey? | ||
| L – Link | 이 경험이 수업 주제, 진로 목표, 또는 문화적 이해와 어떻게 연결되나요?
How does this experience connect to course themes, your goals, or your cultural understanding? |
How does this mentoring experience connect to broader goals of cultural exchange or education? |