International Education Department, TCDSB Challenges faced by - - PowerPoint PPT Presentation
International Education Department, TCDSB Challenges faced by international students/newcomers (high school) Unaccompanied adolescents living alone or with strangers To study in a completely different educational system Stages of
Unaccompanied adolescents living alone or with
To study in a completely different educational system Stages of puberty emotional unstable situation Tension, anxiety, depression Attendance problem (temporary) learning difficulties
Relating to how western culture perceives subjects Understanding the nature of instruction and differing
Using academic language to discuss concepts and
Participating in class discussions and offering their
Writing in an appropriate academic style
COMMUNICATION COMFORT CONFIDENCE embarrassment frustration Sociocultural behaviors, beliefs Courage to speak Cultural exchange
Prepare daily lessons that have separate language and academic content objectives Build background knowledge to help students make connections to past learning and terms in their first language Make content understandable which helps provide meaning-making to aid student memory storage and retrieval Student engagement – provide opportunities for students to share ideas in groups and encourage cooperative learning, first in small groups to encourage more participation Allow students to practice and apply daily learning to help them consolidate skills Include visuals, hands-on, kinesthetic activities, anything to engage all the senses Use manipulatives, hands-on materials, drawings, and even real objects to help make the connections. Word walls, chants, music, raps, hand motions all allow different routes to the brain for memory retention Teach some word analysis skills such as looking for root words or related words such as ‘form’ in the word ‘information’ Allow strategic use of first language and personal dual-language dictionaries Permit the use technology in the classroom (i.e., cell phones) and the considered use of internet games and apps such as Google Translate, Dragon or Premier Use teacher and student modeling and think-alouds to help deconstruct difficult text or assignments Plan on ways to integrate the four skill areas of reading, writing, speaking and listening in all lessons, assignments and subjects. Using the
four skill areas together helps students more readily assimilate essential vocabulary for brain storage
Use dialogue journals, or learning logs to encourage daily feedback between teacher and student Connect the curriculum to students’ cultural backgrounds, such as their previous experience with number concepts, or the water cycle Provide explicit feedback and targeted questioning. Meet and discuss one-on-one with students, and focus on their most persistent errors Check frequently for understanding, asking students to describe difficulties, to rephrase and elaborate responses Provide opportunities for students to practice using new words immediately and on several occasions later to help consolidate learning Give students a choice, especially for review and assessment. Choice allows students numerous pathways to demonstrate their knowledge Use alternative forms of assessment - oral interviews, graphic organizers, computer applications Focus on content first, rather than language errors initially Talk about the importance of performance values (good work habits) versus marks or grades. Teach other character traits and learning skills such as resiliency, self-regulation, imagination, empathy, adaptability, collaboration, initiative, etc, and talk about what a growth mind-set is Praise effort and the belief in hard work to achieve goals
Upon Arrival
High School Preparation Program
Orientation Academic preparation Cultural exchange
In school
Teacher Advisor Program (TAP) On-going monitoring Various school assistance
to equip student with the appropriate learning and life
To build social bonding To create social engagement opportunities within the
to provide additional English support to monitor the progress of new international students
30 hour program over 10 weeks
20 hours: In-class instruction (with guided
conversation)
English Support Class Activities Skills Learning Activities Transition Student Ambassadors
10 hours: school based events
(e.g. trips, orientation, etc )
Weekly meeting
Twice a week
A school staff – contact board resource teacher for
Mandatory attendance
Possible progress report to be sent home Template of “letter to parents/custodians”
Distribute registration forms to all new International
Suggested class size is approximately 10. Classes can begin as early as the first week of the
Inform your principal or vice principals to contact our
Information will be sent
Information letter to
Registration form Template of class list
CHIT Chat: Awareness of the concepts of sandwich
Academic / Conversational “chit-chat” A “Slang” a day Festive celebrations Cultural exchange (fashion show/ lunar year/ Halloween/ thanksgiving) Peer bonding Presentation (ppt) Coping skills Reflective Journal “21 ways to make it better” Guided Journal Visiting a Doctor
“Chit-Chat”
A “Slang” a day!
Peer Bonding
Message from our Student Ambassadors
What did the new International students say?