NEWCOMER TOOL KIT

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CHAPTER 3 SCHOOLWIDE TOOL Internationals Network’s Core Principles for Educating Newcomer ELs The Internationals Network for Public Schools is a group of public high schools that work with newcomer students. The Internationals Network’s mission is to “provide quality education for recently arrived immigrants by growing and sustaining a strong national network of innovative International High Schools, while broadening our impact by sharing proven best practices and influencing policy for English learners on a national scale.” The Internationals schools base their pedagogical approach on the following five “core principles.” Principle Heterogeneity and Collaboration Experiential Learning Language and Content Integration Localized Autonomy and Responsibility One Learning Model for All Explanation Schools and classrooms are heterogeneous and collaborative structures that build on the strengths of each member of the school community to optimize learning. Expansion of the 21st century schools beyond the four walls of the building motivates adolescents and enhances their capacity to successfully participate in modern society. Strong language skills develop most effectively in context and emerge most naturally in a purposeful, language-rich, interdisciplinary, and experiential program. Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential. Every member of our school community experiences the same learning model, maximizing an environment of mutual academic support. Thus all members of our school community work in diverse, collaborative groups on hands-on projects; put another way, the model for adult learning and student learning mirror each other. Source: Internationals Network for Public Schools. (n.d.) Internationals’ approach. Retrieved from http://internationalsnps.org/about-us/internationals-approach/ U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 19 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 3 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Purpose “Teach Me”: Instructional Practices That Support Newcomers’ Participation and Academic Success (Discussion Cards) K-12 school administrators and teachers can use the discussion cards provided with this activity in a staff meeting or professional learning community to seed a discussion about instructional practices that support newcomers’ participation and academic success. Preparation for Activity • A few days in advance, ask participants to read Chapter 3 of this tool kit. • Make copies of the discussion cards included on the next page (one set for each group of four participants) Time Required for Activity 1 hour Instructions for Facilitator 1. Establish table groups with four participants at each table. In the center of each table, place a set of discussion cards, facedown. (Each table gets the same set of cards.) 2. Provide an overview of the activity: Participants will use what they learned from their reading of Chapter 3 about high-quality instruction for newcomer ELs to sort the cards into two categories: (a) presence of a feature of high-quality instruction with newcomers or (b) presence of a misconception about the education of newcomers. (It is helpful to write or post these two categories where all can see them.) Participants are to work collaboratively in their groups to decide whether a particular practice belongs in one category or the other. 3. Provide instructions for the process each group is to use: To begin the activity, one person in the group draws a discussion card from the deck and reads it aloud to the group. That person decides what category it belongs to and provides a rationale for that choice. The other group members can agree or disagree, and say why. The group must reach consensus about the choice before the card is placed face up on the table (in either category a or category b). The next person draws another card, and the process continues. When all cards have been sorted, the group discusses recommendations about the changes in practice needed for the cards that do not align with high-quality instruction for ELs. 4. Have each group report out, and facilitate a whole-group discussion. Focus on recommended changes in practice, and ask for ideas on what teachers and administrators can do to support such practices in your school. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 20 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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NEWCOMER TOOL KIT

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