The following activities are designed to stimulate a current events discussion. Generative in nature, these questions can be a launching point for additional assignments or research projects.

Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.

In some cases, reading the article with students may be appropriate, coupled with reviewing the information sheet to further explore the concepts and contexts being discussed. From here, teachers can select from the questions provided below. The activity is structured to introduce students to the issues, then allow them to explore and apply their learnings. Students are encouraged to further reflect on the issues.

Core Skill Sets:

These icons identify the most relevant core skills students will develop using this resource. Learn more about the WE.org Learning Framework at www.weday.com/weschools.

VOLUME 10 | ISSUE 21

STUDYING ABROAD—GOOD FOR STUDENTS AND FOR CANADASECONDARY RESOURCES

BACKGROUND INFORMATION !• 97 percent of Canadian universities offer

opportunities for their students to study in other countries, or engage in activities abroad such as service trips related to their course of study. (Universities Canada) !

• However, only 3.1 percent of Canadian university undergraduate students and 1.1 percent of college students engaged in an international experience as part of their education in 2012-2013. (Canadian Bureau for International Education) !

• As of 2014, 30 percent of German students, 13 percent of Australian students and 10 percent of American students had done some or all of their post-secondary education in a different country. (Canadian Bureau for International Education) !

• Germany has set a national goal that, by the year 2020, 50 percent of its students will have international experience. (Universities Canada) !!!!!

!• Among Canadian students who complete

some or all of their post-secondary education outside Canada, the number one preferred country is the United Kingdom. (Universities Canada) !

• In 2014, there were 336,497 non-Canadian students studying at Canadian universities—11 percent of Canada’s undergraduate student population. Canada is the seventh most popular destination for foreign students studying abroad. More than half came from either China or India. (Canadian Bureau for International Education) !

• International students studying in Canada are estimated to contribute more than $8 billion to our economy annually. (Canadian Bureau for International Education) !

• A 2013 survey of employers in Europe found that 64 percent of employers are looking for international experience in the employees they hire, and that employees with international experience are given greater professional responsibility. (ICEF)

gNOTE TO EDUCATORS g

KEY TERMSPost-secondary education—Any college or university program, or other educational or vocational program, that a person enrols in after graduating high school.

Undergraduate—University programs at the Bachelor level, not a Masters or Doctoral degree.

Abroad—Outside one’s own country.

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When Canadian students study abroad, it benefits both them and Canada. Photo source: Dave & Les Jacobs, Getty Images.

THEMES AND COURSE CONNECTIONS • Themes: Education, Character Education, Team Building

• Course Connections: English, Drama, Geography, Social Sciences and the Humanities, The Arts !

MATERIALS • Front board

• Student journals or note paper

• Writing utensils ! SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will: • Develop and express responses to issues and problems

• Reassess their responses to issues on the basis of new information

• Participate in active group work and class discussions

• Communicate effectively in writing, orally or visually

• Demonstrate the ability to think critically

• Develop, express and defend a position on an issue ! MAP IT Have students locate the different regions mentioned in the article to gain an understanding of the expanse and involvement of this issue.

• Helsinki, Finland • Australia

• Germany • Sweden ! DISCUSS

1. Have you travelled outside of the country? If so, where have you travelled? What did you like about the experience? Did you enjoy exploring a new culture? Explain. What did you learn from travelling outside of Canada?

2. According to the article students with international experience make valuable employees for companies. How might the international experience of employees benefit companies?

3. What factors might you consider when selecting a foreign country to study abroad? (i.e., climate, cultural considerations, opportunity to learn a foreign language, cost of living, etc.)

4. What are some important factors in determining which university to attend abroad?

5. Write a list of five advantages and disadvantages to studying overseas what would they be?

6. If you were to study abroad what would you study and why? Would you prefer to study in a rural or urban setting?

7. What challenges would you expect to face while studying in another country? (i.e., homesickness, financial issues, language barriers, culture shock, etc.) !

DIVE DEEPER !Begin the activity by displaying a map of the world on the front board and distributing three sticky notes to each student. Ask students to look at the world map and write down three countries (one per sticky note) where they would consider studying abroad. Once students have

completed the exercise, have them take turns sticking their choices on the world map on top of the countries they have selected. !Hold a brief class discussion using the following questions:

• Based on the sticky notes, which continent is the most favoured in our class? Which continent is the least favoured? What countries did you choose and why?

• What would you hope to gain from the experience that you could not get somewhere else or at home? Be specific to the country selected. !

Explain to the class that studying abroad can be one of the greatest opportunities a student can experience. They can:

• Gain international experience and networking opportunities.

• Learn about different cultures, learn a new language, explore different histories and participate in local festivals, holidays and traditions.

• Experience personal growth by placing themselves in unfamiliar environments and discover what they are capable of doing on their own. !

Organize the class into groups of two to three students. Ask each group to collectively choose one country they would like to study in and explore. !Tell students that a Student Travel Expo will be held in class and each group will be in charge of preparing a presentation. Explain that the purpose of this expo is to give youth an opportunity to learn about different countries and consider the option of taking their studies overseas. !In their groups students will act as ambassadors of their selected country and set up a presentation booth that will provide attendees with reasons why they should consider studying in their nation. Their presentations should inspire attendees to learn more about their country and consider the benefits of studying abroad. !Give students time in class to research and prepare their presentations. Provide groups with the presentation-planning checklist below:

✓ Display: How will you present your information? (PowerPoint, Prezi, tri-fold Bristol/poster board, etc.)

✓ Visual aids: Images and/or videos of the country (geography, metropolitan areas, culture, etc.)

✓ Country Details: Choose details you think are important to reflect in your presentation

• Capital city • Languages • Climate • Population • Education system • Interesting facts • Holidays/Festivals • Fun activities/entertainment • Traditional foods, clothing, music • Border countries

✓ Blogs/testimonials of students studying in their country (if available)

✓ Links to learn more information !Encourage students to be creative and add props to add more value to their presentations. Advise students that each group member should have a section(s) for which they are responsible to present. Allow each group five to 10 minutes to present their work to the rest of the class.

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