WLSA Fudan College Readiness Seminar Matthew Abbate 1

Who Are We? Matthew Abbate： - Graduate Certificate in College Counseling from UCLA - B. A. in Global Studies & Foreign Language Education- GC of LIU in NY, USA -Undergraduate research was conducted in over 275 cities in 14 countries worldwide -Former SAT/TOEFL Instructor -Director of College Counseling -www. freecollegeadvice. weebly. com Alice Lai -BA in Business Administration in Zhang Zhou University in Fujian -10 years of related work experience - Head of College Counseling Center 2

Who Are We? Carrie Xi: - LLB in Law- Communication University of China- Beijing, China - 6 years of related work experience - Expert in communication with students and parents - USA Exchange 2014 - College Counselor and G 12 Head Teacher (Cambridge) Marla Huang: - BA in English Literature from Shanghai Normal University - 4 years of related work experience - Expert in application procedures - College Counselor and G 12 Head Teacher (Oxford) 3

Getting to Know You Name (and nickname, if any) Activity that you enjoy What you want to learn in this course A question you have about this course 4

Lesson 1: WLSA Curriculum Overview and College and Career Readiness Course Objectives 5

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Course Objectives Learning Objectives: Year I, Unit I: Study Skills (Fall Term) The student will be able to: (1) Describe the WLSA Curriculum and graduation requirements (2) Set realistic and measurable academic goals (3) Identify college admission requirements for highly selective institutions (4) Take notes efficiently and effectively (5) Read and explain a WLSA high school transcript (6) Properly use the College Counseling handbook (7) Identify the differences between academic and non-academic writing (8) Understand the requirements of standardized tests 9

Course Objectives Learning Objectives: Year I, Unit 2: Character Development (Spring Term) The student will be able to: (1) Identify the scope of the various extracurricular activities available at WLSA (2) Make informed choices related to physical, mental, and spiritual health (3) Describe the scope of various community service organizations in Shanghai (4) Identify personal values and prioritize their importance (5) Express key life experiences and describe their impact on personal development (6) Summarize the content of CCR 101 and reflect upon its effect on personal growth 10

How You Will Be Evaluated You will be evaluated: Through your written assignments By the way you act in class By your work with a group or a partner Sometimes with a quiz Through assessment criteria and rubrics. Your teacher reviews these with you first so you know exactly what an assignment that is well done looks like. 11

Your Portfolio Your portfolio is a collection of assignments and personal reflections. The purpose of the portfolio is to help you keep all the work you are doing to prepare for your future in one place. Eventually, you will have materials that will be useful when you apply for internships, summer jobs, college, apprenticeships, and so forth. Throughout this course, you will create several different elements of your portfolio. Later on in high school, you will use the portfolio to help you make decisions about further education or career opportunities. 12

CCR Weekly Overview: Unit I: Study Skills (Fall) Lesson I Lecture: Introduction to WLSA Curriculum College and Career Readiness Course Lesson II Lecture: Getting to Know You Lesson III Lecture: Academic Goal Setting and College Requirements Lesson IV Lecture: Time Management and Organizational Skills 13

CCR Weekly Overview: Unit I: Study Skills (Fall) Lesson V Lecture: Academic Note-taking Skills Lesson VI Lecture: Intro to Academic Writing Lesson VII Lecture: Overview of Standardized Testing Lesson VIII Lecture: The College Counseling Handbook Lesson IX Lecture: Reading Your Academic Transcript 14

Ground Rules 1. The teacher will be available outside of class to help students who request it. 2. The teacher will treat all students with respect. 3. The teacher will help all students to learn by honoring different learning styles and by meeting students where they are. 4. The teacher will do what is necessary to maintain a safe, positive learning environment. 5. Students will listen and pay attention to the teacher and other students without interrupting. 6. Students will respect others’ ideas and accept differences of opinion. 7. Students will do their best work. 8. Students will follow the teacher’s instructions, even if they disagree with them. 9. Students willingly participate in all activities. 10. Students will be patient and kind to one another. 15

Homework ENGRADE ASSIGNMENTS 1) ADD COURSE NUMBER XXX AND REVIEW POWER POINT #1 (10 MINUTES) 2) WORKSHEET: WHAT I WANT FOR MY FUTURE (35 MINUTES) 3) WRITING ASSIGNMENT: SUCCESS (15 MINUTES) 4) LETTER TO PARENTS: CODE OF CONDUCT AND GROUND RULES *ENHANCED PORTFOLIO OPTIONS (EXTRA CREDIT) Use a graphics or paint program to type and illustrate their reflection Create a brief presentation in Power. Point 16

Contact Information Engrade: College and Career Readiness Email: matthew@wlsafoundation. com carrie@wlsafoundation. com College Centre Office Location: Guoquan Road, 5 th Floor, Room 505 6564 -0560 x 8075 17

Key Vocabulary: Course Objectives aspire To seek to attain a particular goal. budget An itemized plan of estimated expenditures over a given period of time. career inventory A tool used in career planning to assess one’s interests, strengths, skills, and values. career planning The process of identifying a potential career as well as the steps necessary to obtain that career. code of conduct A set of conventional principles and expectations (or, in this context, ground rules) that are considered binding on any person who is a member of a group. 18

Key Vocabulary: Course Objectives community service Services volunteered by individuals or an organization to benefit a community or its institutions. goal An aspiration to reach or objective to achieve. portfolio A collection of works by a single person; it may focus on a specific theme or may represent the entire breadth of a person’s achievements postsecondary education Schooling or instruction after high school graduation (e. g. , two- and four-year colleges and universities, vocational and trade programs, and online degree programs). 19