peer tutoring at school with migrant students: intercultural mentoring program
TRANSCRIPT
Peer tutoring at school with migrant students: Intercultural Mentoring
Programme
Paloma No GutiérrezUNIVERSIDAD DE SALAMANCA
Mª José Rodríguez CondeUNIVERSIDAD DE SALAMANCA
Valentina ZangrandoUNIVERSIDAD DE SALAMANCA
Antonio M. Seoane PardoUNIVERSIDAD DE SALAMANCA
Lorenzo LuattiOXFAM
INDEX1. FRAMEWORK
2. KEY CONCEPTS
3. WORK HYPOTHESIS
4. VARIABLES
5. DESIGN AND IMPLEMENTATION OF THE PROGRAMME1. DESIGN OF THE GENERAL NEED ANALYSIS
6. RESULTS OF THE GENERAL NEED ANALYSIS
1. FRAMEWORK
• INTO project (Intercultural Mentoring tools tosupport migrant integration at school), a ComeniusMultilateral Project, leaded by Oxfam Italia, aims tointroduce in the partner countries’ Secondary Schoolcontext peer tutoring actions which could helpmigrant students in risk of early leaving school orschool failure in order to improve not only theirmarks but their future opportunities as well.
2. Key
Concepts
Peer tutoring
Migrant students
Intercultural Education
“a cooperative learning method based on the creation
of students couples, with an asymmetric
relationship, with a common aim, known and
shared (like the teaching and learning process of a
subject), that takes place through a relationship
between said students, planned by the teacher” (David
Durán, 2004).
3. WORK HYPOTHESIS• The kind of mentoring programme designed as part of the
INTO project for migrant students in risk will help toimprove their integration in the classroom and schoolenvironment and support a higher participation in theirformative process, not just inside the school, but in thesociety in general, decreasing early leaving school rates ofthis group and improving their academic performance.
4. VARIABLES (I)The most important dependent variables of this researchwill be the following:
a. Migrant students level of integration in the school andin the society.
b. Early leaving school and absenteeism rates
c. School performance.
d. Level of satisfaction with the program.
The independent variable will be the type of MentoringProgramme design within the INTO Project.
The control variables are the level of implication of thementor students, teachers, the level of motivation of themigrant students, generation of migrant (first or secondgeneration). Type of school, family socioeconomic status,level of family implication…
4. VARIABLES (II)
5. DESIGN AND IMPLEMENTATION OF THE PROGRAMME
GENERAL AND INTERNATIONAL NEED
ANALYSIS. NEED ANALISYS OF THE FORMATIVE NEEDS
OF THE SCHOOLS AND SELECTION OF MENTORS
AND MENTEES
TEACHERS AND EDUCATIONAL
SCHOOLS STAFF
TRAINING
MENTORS SELECTION AND
TRAINING. SELECTION OF PAIRS
OF MENTOR AND MENTEE
IMPLEMENTATION OF INTERCULTRUAL PEER MENTORING
PROGRAMME
MONITORING AND EVALUATION OF
THE MENTORING MODEL
5.1. DESIGN OF THE GENERAL NEED ANALYSIS
In each country involved in this project we looked forinformation about the following contexts:
- Educational system structure.- The real situation of migrant students- Peer tutoring best practices.
5.1. DESIGN OF THE GENERAL NEED ANALYSIS
• First part based on a documentary research donein each country based on:
• Legislation• Thesis•Official reports from organizations (E.U., O.E.C.D,
E.A.C.E.A., I.N.E.E.)• Books and Journal articles.
5.1. DESIGN OF THE GENERAL NEED ANALYSIS (II)
• The second part of the Need Analysis was a focus group done ineach partner country in which experts in intercultural educationwere invited.
• They explained to us what is the real situation, what their resourcesare and how they face this challenge in their classrooms.
• Afterwards the partners shared all the collected data and saw thesimilarities and also the differences.
New approach
More active role
Self-esteemTraining needed
Helpseverybody
6. RESULTS FROM THE
GENERAL NEED ANALYSIS
6. RESULTS FROM THE GENERAL NEED ANALYSIS (VI)
•Most common themes that emerged from the focus group
meetings:
•About Students
•About Schools
•About our Model
6. RESULTS FROM THE GENERAL NEED ANALYSIS (III)
•Most common themes that emerged from the focus group
meetings:
•About Students
•About Schools
•About our Model
•Poor knowledge of their new language
•A lack of motivation for education.
•Bullying and racism is linked to migration
6. RESULTS FROM THE GENERAL NEED ANALYSIS (V)
•Most common themes that emerged from the focus group
meetings:
•About Students
•About Schools
•About our Model
• A whole school approach is needed. Weneed to include teachers, teachingassistants, administration and evenNGOs working with schools.
• Need to consider individuals studentsand individual schools. One size does notfit all.
6. RESULTS FROM THE GENERAL NEED ANALYSIS (VII)
•Most common themes that emerged from the focus group
meetings:
•About Students
•About Schools
•About our Model
• Need to be aware of the culturaldifferences and unique contexts ofeach country
• Specific training for all stakeholdersinvolved in the programme
• The model needs to celebratediversity not just seek integration
THANK YOU SO MUCH FOR
YOUR ATTENTION
www.interculturalmentoring.eu