Batiq Training

TRAINING HANDBOOK

CONTENTS

• Part I: Overview of Batiq (3-10)• Part II: Key Policies

– Professionalism (12)– Attendance (13)– Performance (14)

• Part III:Cultural Sensitivity (15-19) • Part IV: Mentoring Well (20-34)• Part V: Running a Session (35-39)• Part VI: Curriculum

– Overview– Roadmap Curriculum (41-46)– Speaking & Listening Curriculum (47-50)– Writing Curriculum (51-55)

• Conclusion

Parts II - VI have mandatory quizzes that you must complete.

PART I: INTRO TO BATIQ

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The Batiq Vision

Batiq as a company

Batiq’s mentoring

service

You

• Batiq’s broadest vision is the transformation of education through connectivity and a radically improved approach to learning

• With our mentoring service, we strive to create the next generation of global leaders by helping students improve their communication skills, explore their passions, and create compelling personal goals

• Our goal, today, is for you to establish a meaningful personal relationship with your student, build their language skills, discover their needs and what they care about, and help them create a plan of action that is personally meaningful

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Making our Vision Possible

Batiq’s unique approach makes this vision possible

practical learning • conversational language, writing, community contributions, social-cultural skills

global exchange • US & UK, US/UK and Korea, different backgrounds, different ages

purposeful technology • educational/international social network, video conferencing, resources

unique relationships• 1:1 mentorships - the core of Batiq, mentor community, student community

paradigmatic change• the Korean education system is in need of reform... we are already making a

difference

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Important needs exist in Korea that we can help address

Where is Batiq?Batiq is truly a global community. Although we are focused first on improving outcomes in Korea, we can ultimately have a global impact. Our current students are from middle schools and high schools in South Korea. Our Mentors are from top universities in the US and UK. Our headquarters are in San

Francisco, California and we have an office in Seoul, Korea.

HQ

Batiq Mentors represent the following universities:

BerkeleyCambridge

ColumbiaHarvard

MITPenn

PrincetonStanford

OxfordYale

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Education in Korea Today

•Education is tremendously important in Korea, and students often couple a rigorous 6-day school schedule with after school classes at hakwons (focused after-school programs)

•Because students work long hours in school, they often spend less time on activities outside of the classroom and focus heavily on test preparation during high school

•English skills are highly valued, with almost half of the government’s public education expenditures going towards English programs

•Interest in study abroad is very strong; in 2007, Koreans represented the third largest source of international students in the US (by absolute numbers) and approximately 19% of all test-takers for the TOEFL

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Current Challenges in Korean Education

Heavy cram and test-prep focus may not build fundamental skills necessary for success• FACT: In spite of heavy investment in English education, Korea is ranked

111th in overall TOEFL scores and 134th in the TOEFL speaking section• Drill and master approach may not facilitate most efficient learning process;

for example, students at some prep schools take practice SATs each day from the time they are in 10th grade yet often feel a limited sense of improvement

Limited focus on personal passions and interests may prevent students from reaching their potential and result in outcomes that are less personally fulfilling

Many students lack access to good information about school selection and how to get into college and do not focus on the most important issues as a result

Emphasis on education in Korea is exceptional and has resulted in successes for many students. Yet, for many students today, there is also significant

opportunity to broaden educational horizons and improve outcomes

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How the Batiq Program makes a difference

– Batiq’s fundamental philosophy centers on helping a wide group of students from diverse backgrounds grow as leaders by capitalizing on their unique strengths and passions

– Batiq’s approach to language education is focused on building real communicative capacity in spoken and written English through authentic communication and represents an important contrast to drill and master classroom-style instruction

– Batiq’s programs focus on making information about college preparation and college admissions more widely available and accessible

– Mentors encourage students to think critically about their role in a broader community to prepare them for success in college and equip them to be global leaders and contributors

Princeton Mentor Carine Davila with students in Seoul during a Batiq sponsored trip, Summer 2007

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How mentors make a difference

• Mentors perform many critical functions, including:

Serving as a role-model and coach to their students

Building a personalized Roadmap with each student that communicates the goals that he or she is truly passionate about

Challenging students to stretch themselves and their abilities to the fullest

Adapting to the language needs of each individual and help them grow

Personalizing the interaction with each student to meet his or her individual needs

PART II: KEY BATIQ POLICIES

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Professionalism

Professionalism.

Batiq expects all Mentors to act with the utmost professionalism. This includes prompt and punctual behavior, tactful, respectful, and appropriate relationships with Mentees, and a general willingness to participate in our community of Global Mentors online as well as in your Campus Community.

Topics to Avoid.

Mentors should exercise discretion when talking about topics that may offend their students (i.e. drugs, alcohol, sex). There’s so much to talk about, so try to avoid topics where either party may be offended or feel awkward.

Confidentiality.

Confidentiality is essential in fostering a trusting relationship. However, there may be occasions when a problem arises that you are not equipped to deal with. If a Mentee is in danger of harming his or her self or someone else is in danger, the relationship is no longer subject to the Mentor-Mentee Confidentiality Agreement and the issue must be reported to the Mentor Coordinator.

Parent Relations. Parents provide a foundation of support for the Batiq network. However, many parents are extremely concerned and caring in regards to their child and may want to contact you. We do not suggest providing your contact information to parents or your Mentees. Keep communication limited to using the Batiq network. If a parent is obstructing your Mentorship, please contact the Mentor Coordinator to handle the situation.

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Scheduling & AttendanceUpdating Your Schedule.You can update your schedule at beta.batiq.com/schedule. When matching mentors and students, we review your schedule for compatibility. Therefore, you can’t be matched with a student unless this is updated.

Scheduling Sessions.Your student will schedule two 40-minute sessions each week. Find a regular time to meet each week and ask your student to schedule as many sessions ahead as possible.

Attendance.If something prevents you from going to your session and you can’t access your computer to inform your student, you MUST call Batiq HQ so we can get a hold of your student (numbers available in protocol guide).

Late Policy.You are completely responsible for having a reliable internet connection prior to your sessions. You should enter the conference room early, to ensure that any potential problems can be fixed before your student arrives. There is always someone to support your questions or problems in the Mentor Lounge or Support chat rooms.

Strike System.Disincentives are in the form of strikes. If you receive a strike, your Mentor Manager will be notified. Upon three strikes, you will have a one-to-one meeting with the Mentor Help Center to discuss strategies for improvement. Upon four strikes, you are at risk of being dismissed and replaced by a Mentor on the waiting list. Full dismissal will be handled on a case-by-case basis. Strikes carry over from each term.

Rescheduling prior to 24 hours in advance = NO STRIKESRescheduling within 24 hours = ONE STRIKEArriving >10 minutes late = ONE STRIKENo show = TWO STRIKES

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Measuring Mentor Performance

Your performance will be regularly assessed by your Mentor Manager, your mentee, and the curriculum team at HQ. These evaluations serve as a metric for performance. Below are the mentoring criteria we access when evaluating your sessions:

Student-Focused Interaction

•Uses open-ended questions to draw depth, information from student•Encourages the student to take the stage, demonstrate knowledge, and share information•Facilitates a 60% / 40% student-to-mentor speech ratio

Language Development

•Observes student cues, checks for comprehension, and clarifies as needed•Modifies speech and vocabulary based on student’s level•Models appropriate use of language (by using embedded correction) when student struggles

Cultural Exchange •Shares opinions on culture in a judicious, respectful, and open manner•Resolves verbal/nonverbal miscommunications and confusion in a constructive manner•Represents the philosophy and goals of the Batiq Mentor

Leadership & Guidance

•Achieves the goals and objectives of the session•Provides coaching and feedback in a constructive manner•Facilitates fact-based, well-researched decision making process•Leads the session with confidence•Attentive and responsive to student’s needs

PART V: Cultural Sensitivity

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Navigating Cultural & Language DividesThe following tips will help to broaden your communication skills and ultimately make your time with your Mentees smoother and more productive. Remember, people are vastly different within cultures, and so these examples should be seen guidelines rather than blanket generalizations.

Concern 1: The Sound of Silence

Why do my Mentees take so long to answer?!

There is always an uncomfortable silence in between our comments!

• The “floor exchange” (when the other person starts talking) tends to be longer for Koreans. Native English speakers tend to be very uncomfortable with pauses that last too long, whereas Koreans generally wait for an obvious cue (such as a long pause or a question that forces floor exchange).

• If you find yourself “hogging the floor”, it may be because you’re not allowing enough of a pause after your comments for your Mentee to respond, and you therefore assume the other person wants you to continue talking.

• Get comfortable with loner pauses (2-3 full seconds) when you want the Mentee to talk, or ask a direct question if the Mentee is not taking the floor exchange

• Your Korean Mentee might only reply “oh” to your announcements. Korean modes of communication are different from American style backchanneling when showing that the listener is engaged. Use this as an opportunity to demonstrate the use of “uh-huh”, “really!”, “Nooo way!” and others.

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Navigating Cultural & Language Divides

Concern 2: Reluctant to Offer Opinions

• Koreans may be reluctant to offer an opinion if you bring up a controversial subject, such as U.S. military

presence in Korea. •Koreans often wait until asked to offer their

perspectives on subjects. You may have to ask a direct question if you want to elicit a personal opinion from your Mentee.

• In the U.S. and U.K. we place a lot of value on individualism, and this includes forming strong opinions and expressing them. Remember that your Mentee may just not be used to having so much value being placed on their own personal opinions. You could use this situation to springboard into a conversation about how contributing to a classroom conversation in the U.S. is important for being a successful Mentee.

• Try using leading phrases such as:

“What do you think?” “How do you feel about that?”

“What do you think about it?”

Again, this is a sweeping generalization from a socio-cultural perspective; some Mentees will be eager to talk and will not be bashful about immediately sharing

a new idea

I seem to have to carry the conversation all the time.

My Mentee doesn’t contribute so much. My Mentee doesn’t seem to have

an opinion about anything!

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Concern 3: Personal Questions

• Culturally “taboo” questions in the U.S. and U.K. include asking someone’s age, marital status and how much they earn. In Korea, these subjects are not usually considered “off-limits”.

•You never have to answer a question you are

uncomfortable about!

•This could be an ideal opportunity to bring up how we talk about “touchy” subjects in the U.S. and U.K. You

can teach the Mentees prefacing statements such as:

“May I ask a personal question?”

“Could I ask you something personal?”

“Is it all right if I ask you about …?”

My Mentee keeps asking inappropriate questions, such as if I’m married and how old I

am. I don’t get it!

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Concern 4: Vague Responses

• While Americans tend to want to hear clear, straightforward opinions; Koreans may feel rude or

confrontational when speaking directly.

• Bringing up the difference in style can be a nice segue into an intriguing discussion about conversational style and manners of

communication.

•To help Mentees feel more comfortable saying “no” or disagreeing with an idea , give them some “hedging” phrases that indicate that a “no” is imminent, without having to actually say that dirty little word! Here are some examples:

I wish my Mentee would just say “no” if he or she couldn’t do something.

My Mentees overuse “maybe” and “I think

it’s possible that…”

Generalizing cultural differences is difficult. There are many variations: for example, the younger Korean generation is in some ways less culturally distinct from the U.S. and U.K. than their parents or grandparents were. However, these guidelines were compiled to suggest to you that some issues you may confront during Mentoring sessions.

Use this diversity as a platform to discussing U.S. academic culture and how to succeed within it. Or, utilize the situation to find out about a culture that may be foreign to you. You, the Mentor, and the Mentees have much to learn so that cultural divides can be negotiated with more aplomb and ease.

PART III: MENTORING WELL

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Batiq’s philosophy of mentoring

• Batiq believes that every student has within himself/herself the ability to perform at the top of his/her potential by benefiting from personal attention from a committed mentor.

• The process of helping students accomplish things they might not currently believe possible is based on Batiq’s mentoring curriculum, which can be applied to students with widely varying interests and long term aspirations.

• Batiq’s goal is to leverage mentors to create a thoughtful, socially conscious generation of young leaders with strong English language communication skills who will be responsible for creating substantive and lasting change.

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Mentors contribute to their students’ success in several important ways

Broaden students’ horizons and encourage them to dream bigger

Instill in students increased confidence and belief in self

Encourage students to pursue their passions rather than obey external influences

Provide thought partners and problem-solvers in the face of challenges

Provide centers of expertise and knowledge and support language acquisition

Create accountability partners for managing time, tasks, and goals

Mentoring Well

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What makes an affective mentor at Batiq?

Description

Learn what is most important to your student; help identify his/her values, passions and goals to discover how he/she is best motivated

Focus on unique needs

Act as thought partners

Support language development

Provide leadership and guidance

Work with the student to prioritize his/her goals and provide input on how to actualize and further his/her projects

Focus on ensuring student comprehension; model and provide feedback to improve language skills

Draw from your own valuable experiences to help motivate and guide the student through any challenges; help student leverage internal and external resources to support efforts

Maintain strong presence

Provide a strong and confident role-model for students; be an effective representative for the ideals and philosophy of Batiq

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// Focusing on each student’s unique needs

Approach Examples

• Identify the student’s core personal values (love, compassion/empathy, strength, power, personal competence, faith, adventure, experience)

• Understand what intrinsic motivators inspire the student to action and learning how you can tap into them

• Uncover the student’s innermost dream, a goal he/she can anchor his/her actions to both now and in the future

• Help students locate interests and passions

• Maintain focus on what is most important to and best for the student

• Engage the student in discussions that illuminate his/her values and work towards developing and utilizing these strengths

• Discover the student’s learning style and tailor the milestones and tasks to be most gratifying to him/her

• Ask the student what he/she would do if he/she had no other obligations

• First discuss the future in terms of possibility with the student, then identify concrete steps he/she will need to take

• Release your agenda when needed to address important concerns or challenges that your student is facing

Being an affective mentor

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// Acting as a thought partner

Approach

• Help student build bigger projects from smaller projects

Examples

• Identify opportunities to expand projects geographically, achieve greater results, or involve more persons

• Assist students to structure and evaluate decisions effectively

• Give pertinent and effective feedback

• Maintain focus on top priority issues (helping students overcome small setbacks and refocus on the bigger longer-term goals)

• Work with a student to lay out possible options for a project, ask them to discuss what is most important to them about their choice, then have them select the option most consistent with those values

• Ask the student about progress towards goals you have set together and troubleshoot how to address obstacles that have arisen

• Remind the student to think about the aspirations and goals that they set out for themselves; focus on activities that are consistent with these goals


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// Supporting comprehension and language development

Approach Examples

• Work towards the ideal conversational model of “i+1” or “input plus one level”

• Correct language problems by modeling proper use of the language rather than through direct instruction

• Monitor your own language, including rate, vocabulary, use of idioms, etc. and making appropriate adjustments

• In your conversations, employ any vocabulary or syntax you consistently notice the student misusing or having difficulty with

• Check for comprehension • Ask follow-up questions to determine whether students understand; rephrase and repeat as needed; use chat box to clarify words


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// Providing leadership and guidance

Approach Examples

• Be flexible: have the ability to release the agenda while still guiding the discussion

• Be a motivator for your student, provide appropriate recognition related to language level and interest areas

• If the student is preoccupied or is not engaging in the session, take time to address the issue before returning to the task at hand

• Congratulate the student on achieved tasks and milestones and acknowledge any improvement in his/her conversational English

• Make the student aware of the many resources available to him/her including the Batiq network, his/her own personal network, and web and print resources

• Encourage the student to connect to other Batiq mentees around areas of interest and brainstorm with him/her the types or resources that might further his/her Action Plan

• Guide the discussion through thoughtful questions, good transitions, and effective summarizing and wrap-up

• Wrap-up an important topic by summarizing what has been discussed, introduce the next topic, and ask the student a good question to start discussion


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// Maintaining effective presence

Approach Examples

• Show confidence and leadership in discussion

• Use language that is confident and clear; avoid over-qualifying statements

• Use engaged body language during discussion

• Lean into the camera so that your face is clearly visible and looking into the screen and be expressive in your interactions

• Role-model for the student • Think of compelling and insightful stories about yourself that are relevant to the topics being discussed and the issues currently faced by your student

• Represent Batiq’s philosophy and ideas • Emphasize Batiq’s desire to build on individual passions and strengths, create strong leaders, and focus on what is best for students in the long-run as well as for college planning


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ContributionContribution

WorthWorth CompetitionCompetition

UtilityUtility

ChallengeChallenge RecognitionRecognition

ImprovementImprovement

Different students will be motivated by different factors

Motivating your student

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// Different students will be motivated by different factorsDefinition

People want to make a positive effect on the world, particularly in environments they have come to care about.

Action

Identify ways that your students can contribute to the environments they care about most. Help them realize their individual contribution if they fail to see it themselves.

Contribution

Worth

Improvement

Challenge

People want to earn the high regard of others, which can include working to feel worthy of their own privileges, luck, or circumstances.

Coach students in recognizing their own worth and in acting to pursue value in the organizations they participate in.

People are interested in validating their capabilities by taking on personal challenges and working through them.

Define opportunities and objective, develop an action plan, follow through with the activity, and assess the success of the action.

People are interested in improving their performance so long as they are provided with clear goals, immediate and meaningful feedback, and resources.

Outline paths to improving your students' skill sets and knowledge base, and advise their choices so that they can grow personally.


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// Different students will be motivated by different factors (continued)

Definition Action

Recognition

Competition

Utility

People are interested in being recognized by their peers, especially their immediate role-models.

Encourage mentors in your Batiq campus community to congratulate your students on their accomplishments.

People, as a team and individually, are interested in competition as a source of continuing challenge.

Remind competitive people what their peers are up to. Show stories of others that are pushing the limits of what is possible.

People are interested in feeling important. Being used as a resource and using others as a resource addresses that need.

Encourage your students to be an "expert" at the topics within their domain and let their friends know about their expertise. Coach them to understand that friends become experts and resources within certain domains as well


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Using Batiq Technology

Chat Box can be used as a “whiteboard” to clarify meaning and

illustrate points

Lesson plan is available during interaction

Other Features of Batiq Mentoring:

•Batiq network provides subject matter experts and advisors on a wide range of topics

•Mentors and mentees can access a body of shared resources to supplement interactions

Mentors and mentees can access shared documents

during sessions

Batiq technology makes rich mentoring interactions possible

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Challenges associated with mentoring over the web

Challenge Description LIMITING DISTRACTIONS:

Preparing for the Session

LIMITING DISTRACTIONS: During the session

External environments are not shared and each may have different distracters

• Find a quiet, secluded location• Turn off your phones, TV, radio, MP3, etc. • Put away any materials that are not related to the session• Advise your student to do the same

•Always wear your headphones•Remain focused on the monitor and the student’s expressions

Limited ability to use and interpret body language during conversation

•Set your webcam and adjust your posture so that you are inhabiting the entire screen

•Always wear your headphones•Remain focused on the monitor and the student’s expressions

Delays between the time that something is said or done at one end of a conversation and when it is seen or heard by the other person

•If latency is significant, try turning off your webcam (there is a switch on the mentor console) and encourage your student to do the same. This will free up bandwidth and may reduce the delay for the audio and chat functions.

•Recognize that if you pause it may be seen as a speaking opportunity on the other end•Understand that there may be pauses in the speech pattern of the student and allow time for the student to complete a thought before responding•Use the chat box for clarity, especially if speaking over one another becomes an issue

External distractions

Ability to use body language

Latency issues

Mentoring Well

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Evaluating Sessions: What we look for when evaluating Mentor Performance

Student-Focused Interaction

•Uses open-ended questions to draw depth, information from student•Encourages the student to take the stage, demonstrate knowledge, and share information•Facilitates a 60% / 40% student-to-mentor speech ratio

Language Development

•Observes student cues, checks for comprehension, and clarifies as needed•Modifies speech and vocabulary based on student’s level•Models appropriate use of language (by using embedded correction) when student struggles

Cultural Exchange •Shares opinions on culture in a judicious, respectful, and open manner•Resolves verbal/nonverbal miscommunications and confusion in a constructive manner•Represents the philosophy and goals of the Batiq Mentor

Leadership & Guidance

•Achieves the goals and objectives of the session•Provides coaching and feedback in a constructive manner•Facilitates fact-based, well-researched decision making process•Leads the session with confidence•Attentive and responsive to student’s needs

Mentoring Well

PART IV: Running a session

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Running a complete session

Important points about running a full session:

• It is important to effectively summarize what has been said and transition between topics

• Focusing on achieving overarching objectives, rather than simply completing exercises, is critical

• It is important to keep the mentoring dialogue relevant to the concerns and issues that the student is facing

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Preparing for sessionsMEETING 2. Getting to Know You Session 2: Your Inner Compass Objectives The objective of this session is to explore the areas that are most fun, most invigorating, most challenging, and most motivating for your s tudent. Draw out the student’s passions and interests. Discuss the idea of an “inner compass” and how awareness of your own can contribute to finding your passions and identifying your aspirations. Mentor Prep Mentor and student access assessment questi ons

1) Prepare your own “Inner Compass” story. Present your story as a model. Include how your inner compass directed you to your passions, which helped you identify your aspirations. From your aspirations you developed an action plan; please identify obsta cles/setbacks that you had to overcome, the milestones/successes you had, and how this has altered your life.

2) Go to THE UNIVERSITY OF BRITISH COLUMBIA WEBSITE and watch the video by Rosalyn Cua talking about her inner compass and picking a major (It is the third video interview on the page.) https://www.careersonline.ubc.ca/student/expert.cfm?go=13

3) Look over the student’s Assessment and be prepared to discuss areas of the Assessment (Questions 3, 7, 9, 11, 15, and 16) and think about the topics discussed in the last lesson in order to help the student begin to think about his/her own inner compass.

Student Prep for GTU 2 HW1: Go to THE UNIVERSITY OF BRITISH COLUMBIA WEBSITE and watc h the video by Rosalyn Cua talking about her inner compass and picking a major (It is the third video interview on the page. Print out the transcript.) https://www.careersonline.ubc .ca/student/expert.cfm?go=13

Transcript of Rosalyn Cua

“If there was one thing that I could have done differently I think it would be that I wish I had listened to my heart more, especially in first year when I really didn't know what I was doing. I entered Commerce because my parents thought it was a good idea. I knew I wasn't gonna be happy in it, but I didn't have very strong convictions about anything else, and so I went with that. And I regret it because I wasn't happy and my marks suffered as a r esult, and I definitely wish that I followed my heart more. And I know that everyone has some sort of inner compass that will guide them and if you just listen to it, then you'll succeed.” How to watch a video: Watch the video once all the way through. With or without the transcript, watch the video a second time.

GTU Session 2: Student Interaction Begins Summary from previous session M: Touch on any areas of interest that you noted last session. Note that in this session

you’ll be introdu cing the concept of the inner compass and how you can build something bigger out of these initial interests.

The Idea of “Inner Compass” S: Talk to your mentor about the video that you watched (by Rosalyn Cua). S: Retell in your own words what Rosalyn C ua said. M: Probe for how the student understood the information in the video. Ask the student to sum up what Rosalyn was trying to say (in a nutshell). Inner Compass M: Mentor tells his/her own inner compass story to the student.

If applicable, talk a bout having a broad idea of the direction your inner compass is pointing but not knowing what that could look like in your future. Talk about not having a mentor and Roadmap to guide you.

M: Share your sense of your “inner compass.” Tell about a time th at you followed your own inner compass and the consequences. Then talk about how your life changed and what opportunities arose.

S: Tell about a time that you followed your own inner compass and the consequences. Then talk about how your life changed and what opportunities arose. [Do not read your paragraph aloud.]

S: Talk about a time when you did not follow your inner compass, and tell the consequences. [Do not read your paragraph aloud.]

Assessment Questions M: Be prepared to discuss any or all of the Assessment Questions 3, 7, 9, 11, 15, and 16 in order to build the student’s awareness of his or her interests and passions. Look for compelling responses that indicate passion or aspirations for the student and discuss them with the idea that these a reas will be developed for the Roadmap. Wrap Up and HW Synthesize what you and your student have discovered about her inner compass and talk about how that awareness will help guide the development of the Roadmap. Explain how these types of conversations help the student discover where her inner compass is pointing and how connected to that inner compass she is.

Read session objectives; this is overriding goal for the lesson and should be your focus throughout

Review take-aways at the end of the lesson and homework to be assigned for the next session; this is what you should have completed by the end of the lesson

Session outlines are available at beta.batiq.com/resources

Review and complete the mentor preparation section – this may include watching videos, reading, or thinking about your own stories to tell

Read the lesson and plan out your timing, transition phrases, and key questions that you want to ask the student

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Running a complete sessionSTEP REQUIREMENTS RATIONALE

-Check the session outline for prep

-See the student’s profile for uploaded homework

These materials will be the basis for a shared conversation between mentor and mentee.

Greet student with warmth and conviction and ask about recent news in student’s life

This sets the tone for the rest of the conversation; It’s important for each session to feel relevant and current in the student’s life.

Focus your actions on the objectives of the lesson; review these objectives with your student at the start of the session; use the objectives to refocus conversation when getting off topic

-Having visibility into the objective will help students’ understanding and enable them to buy-in

-Conversations are likely to go on a tangent periodically, and the objectives can help draw the student back

At the start of each session, address any important issues that were not brought to conclusion in the previous session

If you were unable to complete the objectives of the previous lesson, this is your chance to tie up loose ends

- Provide good transitions by describing clearly that you are moving from one section to the next

-Summarize take-aways from each section and relate them to the session objectives

- Adjust content and focus based on student’s interests

-Signposting provides clarity for students and helps them follow structure-Summarizing helps students focus on the objectives-Students will connect best and engage the most when content is relevant to their interest

Allow five minutes for wrap-up to share major take-aways and review homework assignments

-Wrap-up can clarify what has been accomplished and what is required for the next session-Homework is a key component to the program, so it’s important to ensure clear assignment directions

Complete mentor prep

Outline objectives

Say hi, share news

Conduct session

Wrap-up and assign

homework

Complete any unfinished business

PART V: Curriculum> Roadmap> English- Reading & Writing> English- Speaking & Listening

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Curriculum Overview

We strive to serve high-achieving students with diverse needs and help them grow and develop as leaders. As a result, we have designed a flexible curriculum. Our distinctive course modules can be put together in different packages depending on a student’s specific needs.

Modules include:- Roadmap-- where mentors help students design detailed plans to achieve their goals- English (speaking)-- where students gain valuable speaking and listening skills- English (reading & writing)-- where students gain skills in essay writing and critical

thinking

Your student will have a unique set of sessions tailored to his or her goals. They may

include sessions from the modules above, or more directed, intensive modules.

Curriculum for the entire term is available at beta.batiq.com/resources.

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Curriculum: Roadmap

Section of Roadmap

I. Our philosophy

Content

Batiq’s unique approach to helping students succeed

II. Student’s unique profile

Description of student’s unique strengths and passions based on in-depth assessment

III. Projects and objectives going forward

2 challenging goals linked to a student’s unique passions and interests, with a 3rd goal related to language fluency

IV. How we’re going to do it

Detailed list of milestones and tasks necessary to achieve each goal (basis for accountability)

V. Beyond the first course

Description of how Batiq can continue to support each student throughout his education

“The Roadmap is designed to empower students by building upon existing strengths and passions to work on activities which will contribute to that student’s own compelling personal narrative.”

At Batiq, the Roadmap is the tool we use to help students grow as leaders and thinkers

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Curriculum: RoadmapIn the Roadmap curriculum, we help students translate their aspirations into ambitious action plans

Aspirations

Goals

Milestones

Student aspirations (what they are genuinely excited about) form the basis for our conversations

From aspirations, we build strikingly ambitious, yet attainable, goals

The major steps required to achieve goals are milestones; this is how we plan and measure progress

Tasks

A series of tasks is required to complete each milestone; these are the basis for creating tangible, day-to-day progress

Sessions

Detail

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Curriculum: Roadmap

“Building Your Roadmap”

Ten-session Process

Sessions 1-3:Mentors get to know who the student

really is, ascertaining his/her interests, passions, and aspirations. Mentors

establish the purpose of Batiq through explaining how theroadmap curriculum works.

Sessions 4-6:Mentor and student analyze how oneidentifies, plans for, and achieves anaspiration. They examine how an

action plan plays out, through setting milestones and goals.

Sessions 7-10:Mentor and student cooperatively buildthe student’s “Roadmap”-- two precise

action plans with a specific goal,milestones, and deadlines. Studentbuy-in and consideration are key to

successful completion.

1. Impact – You’re making a difference, but can you leverage your resources and expand the project so that more people are involved, causing the outcome to be even more significant? Can your work be national or global rather than local?

2. Sustainability – Your actions are admirable and are making a difference, but let’s develop the project in a way that it will have a life after you are no longer involved

3. Beyond academics – Be creative, look beyond traditional classroom topics if necessary in order to discover your true interests (fashion, environment, human rights, etc) to develop projects. At the same time, don’t shy away from blending interests & academics where appropriate

4. Attainability – You have unique abilities, personalities, community connections, and time constraints. Opportunities should be consistent with your personality, community, and family context

Mentors should help students dream big and expand their horizons as they formulate project ideas

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Ultimately, you will help your students translate their aspirations into goals and specific action plans

Project Planning Template – Go als and Milestones Aspirations: Describe the aspirations, values, and passions that led you to the projects below

Goal 1: Enter a description of the first goal that you hope to accomplish

Goal 2: Enter a description of the second goal that you hope t o accomplish

Milestones for Goal 1: Describe the steps that you will need to take in order to accomplish your goal and when you will need to complete each of them

Milestones for Goal 2: Describe the steps that you will need to take in order to accomp lish your goal and when you will need to complete each of them

Milestones Date Milestones Date

Following session 7, you will begin working with your students to record specific project goals and action plans

Curriculum: Roadmap

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Once the Roadmap is complete, mentors follow-up to ensure success

Curriculum: Roadmap

• More detailed project planning, including help thinking about timing, resources, and budgeting

• Use of Roadmap project management tool to help students get organized and stay on track

More detailed planning

Problem-solving support

Guest mentoring

• Mentors act as general thought partners, helping students think through issues when they get stuck

• Mentors can draw from a series of mini-lessons covering various topics that may be relevant to a student’s particular situation

• Mini-lesson topics include common challenges such as recruiting, budgeting, fundraising, and research

• Mentors help students identify other mentors in the network who have specific expertise that may be helpful to them on their project

• Students and guest mentors participate in special guest mentoring sessions designed to help students with specific challenges and build relationships within the Batiq community

Milestone A Task 1 Task 2 Task 3 Task 4

Milestone B Task 1 Task 2 Task 3

Due dates

1/25

1/25

2/10

2/10

Due dates

3/15

3/15

4/1

Students can enter and then check off tasks as they are completed

Mentors can follow up on task completion to help students stay accountable to their goals

Batiq’s project management tools help students stay on track

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Roadmap sessions 11-15 serve as follow-up sessions. During these sessions, mentors:

Determine the status of the mentee’s project, including accomplishments and obstacles Introduce and conduct mini-lessons Introduce and decide on the type of guest mentoring that should occur Discuss the next steps with the mentee

Curriculum: Roadmap

What are mini-lessons?• Mini-lessons allow flexibility in your effort

to help the mentee develop the skills necessary to successfully accomplish their project.

• Modules include: recruiting, budgeting, fundraising, research, PR, building relationships, exhibits & performances, and leading teams.

• Your student’s presentations (in the beginning of each session), their journal entries, and their updates to the project management tool will expose gaps in the mentee’s abilities and help you determine which mini-lesson to conduct.

What is guest mentoring?• Mentors expose the mentee to another

mentor who has an area of expertise that will augment the student’s ability to successfully complete the project Roadmap or expand the mentee’s knowledge on a subject of interest

• For the Roadmap curriculum, a guest mentor (GM) will conduct one session

• Mentors can search the Batiq site for mentors with expertise in an area of interest to your student

• Instructions on how to select a GM are available in the curriculum

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English learning takes place through a communicative capacity approach

Curriculum: Speaking & Listening

Listening

ReadingExpansion of student’s communicative capacity

Writing

Grammar

Pronunciation

Speaking

Vocabulary

Mentor dialogues with student take place at i+1

Traditional skill sets taught

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Several challenges are faced by ESL students


Challenges

Transferring metalinguistic knowledge

Examples

• Transferring knowledge about parts of speech (verbs, syntax, and vocabulary) to a whole-language resource for genuine communication

Understanding language in social situations

• Which topics to pursue or be sensitive to• Conversational expectations about how to ask and

respond to questions

Understanding differences in spoken, written varieties of English

• Where we say “ohmanuh” for “I’m going to,” students get lost

• Where “get some experience” is ordinary in spoken variety, “obtain or gain experience” is common in writing

• In academic writing, contractions are not allowed while in speaking and casual writing, they are the rule

Establishing an identity in a new language

• Students may feel strange speaking English and they may not even feel like themselves

• This discomfort may show up as a very strong Korean accent when the student speaks English and in odd sentence patterns

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Exercises in the Batiq curriculum focus on several goals


• No evidence of translation from Korean into English• Relatively quick ability to access English and produce it• High rate of comprehension of the mentor’s speech and that in the film and

online audio and video

Fluency

Multiple registers

Vocabulary

Self-expression

Cross-cultural learning

• Student knows the difference between and can produce spoken and written varieties of English

• Student can shift from very casual to more formal styles

• Student is learning and using new vocabulary from words and phrases, two-part verbs, lexicalized phrases

• Student can express himself with confidence and competence• Student can produce the expected turn and elaborate or otherwise extend the

talk

• Student can talk about his culture and make others understand it as well as verbally compare it to the US, UK, or other countries’ cultures

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• Introduce a new segment of the Moonlight video

• Work on concrete ideas and topics closely related to the film topic

• Three part focus on: cultural, interactive, and personal themes

• Focus on more abstract concepts and more complex expression on the part of the student

Session A Session BSessions A & B

Each episode of the Moon video has two corresponding sessions, A and B. The Moon videos are all available at beta.batiq.com/resources

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Curriculum: Writing

Writing Curriculum Overview:

• Batiq’s approach to writing instruction focuses on delivering developmentally appropriate feedback on a variety of writing types designed to build specific skills

• Batiq’s reading instruction supports critical thinking, analysis, and vocabulary development while also providing useful models for writing assignments

• A year-long reading and writing course is composed of four terms, each of which builds and expands on the content from the previous term

• Sessions each have unique learning objectives but are tied together by common themes within the content and an overriding set of learning goals for the term

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Curriculum: Writing

Feedback not editing

Developmentally appropriate instruction

Focused learning exercises

What we do

Provide feedback on patterns of errors rather than simply editing mistakes

Why we do it

Students learn when they are shown why an error has occurred; they often do not learn when it is fixed for them

Use specific rubrics designed to focus on the most valuable types of feedback for our students

Students will persistently make certain types of small errors; focusing on these rather than larger, structural issues can frustrate students and slow progress

Create a series of focused exercises designed to teach specific principles

We have a limited amount of time with our students and must be focused using time effectively

Vocabulary development

Have students maintain a “Vocab Log” populated with words that they have looked up

Reading is the most efficient means of building vocabulary; maintaining a log enables students to ensure that they learn new words that they encounter

Building a portfolio Students maintain a portfolio of their writing pieces

Portfolio allows students to showcase their best work and observe their progress with time

Our approach to learning reading and writing (part 1 of 2)

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Curriculum: WritingOur approach to learning reading and writing (part 2 of 2)

Variety of writing types and subjects

Modeling

What we do

Focus on building writing skills in multiple contexts, subjects, and registers

Why we do it

It is important for students to develop the ability to adapt to many different types of writing

Provide models for different types of writing through our reading exercises

Seeing writing which models important skills helps students learn more quickly

JournalingStudents regularly maintain a writing journal containing their personal thoughts and reflections

It is important for students to learn to think critically about their own opinions, feelings, and experiences

Targeted TOEFL skills

Adapt specific exercises in order to mirror the types of activities that are required on TOEFL

Although we are not focused on test preparation, creating TOEFL-like exercises helps students become more comfortable with these formats

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Curriculum: Writing

• Critical thinking and organization

• Short compositions that compliment readings

• Quick writes, brainstorms, and concept maps

• Narratives• Parallelism• Summaries• Responses• Process essay• Rhetorical structures • Paragraph structure• Citations and quotations

• Single source• Intro to self-revision• Short papers on range of

academic subjects and in different registers

• Practice in hypothetical• Perceiving sarcasm and

humor• Examples/illustrations• Cause and effect• Comparison/Contrast• Outlining (including

clustering and word mapping)

• Constructing argument• Analysis• Reasoning (if X then….)

Term 1: Introduction to simple writing

Term 2: Instruction on specific concepts

Term 3: Advanced concepts and essays

Term 4: Independent writing project

• Multiple sources• Self-revision, drafting• 5 paragraph essay• Hypothetical (adv)• Styles of writing• Humor, irony, tone• Self-revision, drafting• Argument (refutation,

persuasion, and understanding two sides of a point)

• Long research paper; multiple drafts and revisions throughout term as major focus

• Extended student project (based on interests and needs possibly coordinated with RM goals)

Our course starts with fundamental skills and builds with time

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Curriculum: WritingWithin the first term, each session focuses on specific themes and objectives.

Session Theme and content Objectives and focus

1 Introductions and preferences Course orientation and expectations

2 Fables, morals and storytelling Sequence and narrative structures

3 Lifetime achievements and significant moments

Timelines and organization of biographical material

4 Autobiography and personal narrative

Drafting a personal statement, working with definitions

5 Social groups and classification Information gathering and organizing

6 Networks and information sharing Working with processes; understanding and giving directions

7 Integrity and academic honesty Paraphrasing, summary, and outlining

8 Famous sayings and quotes In text citations and TOEFL practice

9 Poetry and Walt Whitman Interpretation and response

10 Reflection and future goals Closing the course

Economy & Finance

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