COLS1.5.1

Course Profile Learning Strategies 1: Skills for Success in Secondary School, Grade 9 open, Catholic

Unit 2

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, past, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

©Queen’s Printer for Ontario

Acknowledgements: Gerry Brand, Mary Cosentino, Jack Cronin, Blair Day, Kevin Gallacher,

Jim Hall, Allan Mackey, Cosimo Modafferi, & Paul Walsh,

for their support and encouragement.

Unit #2

Activity #1: Learning Styles & Preferences

Time: 210 minutes

Description:

Students will develop an understanding of the various learning theories and styles (e.g., auditory, visual, kinesthetic, multiple intelligences, etc.) They will also acquire knowledge of the different ways that people learn and what is required to become a successful learner. Students will acquire an understanding of their own learning styles. In so doing, they will develop an awareness of how their own strengths and challenges influence the degree to which they are successful in their learning. Students will also become aware of the barriers for each learning style and better understand the barriers inherent in their own learning style by analyzing and interpreting information and by devising strategies.

Strand(s) and Expectations:

Strands: Learning Skills

Ontario Catholic School Graduate Expectations:

The Graduate is expected to be:

• 3a a reflective and creative thinker who recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.

• 3c … thinks reflectively and creatively to evaluate situations and solve problems.

• 4a a self-directed, responsible, life long learner who demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

• 4g … examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities

Overall Expectations:

At the end of grade 9, students will:

• LSV.01X identify and describe learning theories and the learning and thinking skills required for success in high school *

• IKV.02X use interpersonal and teamwork skills effectively in learning environments *

• PKV.01X explain how their competencies and interests affect their skills

• PKV.04X demonstrate understanding of how their personal management strengths and challenges affect their learning in secondary school *

Specific Expectations:

Students will:

• LS2.01X demonstrate an understanding of different learning theories and concepts *

• PK1.02X identify and describe their learning preferences by using a variety of assessment strategies (e.g., formal and informal inventories)

• PK1.04X further identify how the ways of learning with which they are less successful are required in a variety of learning situations and describe how they adapt to these situations *

Planning Notes

• When teaching learning theories, concepts, and styles/preferences, the teacher should caution students not to solely define their learning in one particular theory or style. Rather, the teacher needs to emphasize how the students’ dominant styles can change at any given point in their lives given their interests, skill and knowledge levels, personal motivations, environments, and experience.

• The personal profile chart should be placed in the student’s learning portfolio.

Prior Knowledge Required

1. understanding of personal strengths and needs, personal characteristics, values and beliefs

2. ground rules for group work

Teaching/Learning Strategies

A) Learning Theories & Thinking Skills

1. Through class discussion, teachers will introduce concepts of how students learn with a focus on steps to acquiring knowledge (e.g., sensory information, categorization, making connections to previous knowledge, storing information to memory)

2. In the same discussion, teachers will explain the different levels of thinking skills using Bloom’s Taxonomy and ask students to identify and explain in written form those thinking skills most often required for success in high school.

3. Teachers will administer a learning theory survey dealing with multiple intelligences as a catalyst for students to identify and describe different types of intelligence, including some discussion of left/right brain thinking.

4. Students will determine their dominant type of intelligence by analyzing their responses to the survey. They will then apply their knowledge of learning theories and thinking skills to their own learning profile, recording findings on the chart begun in Unit 1. They will also consider this information when reviewing their Annual Educational Plan, to assist with course selection and educational planning.

5. Teachers will further discuss with students the importance of one’s personal learning style as an integral component of one’s learning profile.

6. Students will complete a learning style survey (e.g., What’s My Style?, Townsend) and organize themselves in small groups according to the results of their dominant learning style (e.g., auditory, kinesthetic, visual)

7. In their groups, students will produce a written summary on chart paper identifying characteristics common to their learning style. The information will be organized according to the following questions:

a) What are the characteristics of my learning style?

b) What strategies can I or my teachers use to accommodate my learning style so that I can be successful in high school?

c) To what other learning environments can I apply my knowledge of personal learning style and strategies so that I can be successful outside the classroom? (e.g., part-time job, volunteer work, church youth group, co-curricular activities)?

d) What career opportunities would best accommodate my interests and learning style?

8. Students will present findings to the whole group in an oral presentation referring to the summary chart posted in the classroom.

9. Teachers will invite a guest speaker from the field of career development or a co-operative education teacher to discuss various opportunities that would accommodate each learning style.

B) Barriers to Learning & Strategies for Success

1. Teachers will organize students in small groups according to their learning styles and have students discuss and record on a chart responses to the follow questions:

a) What are the characteristics of a successful learner?

b) What are the barriers to becoming a successful learner?

c) How do these barriers affect your learning?

d) How can you use the characteristics of some of the other learning styles to deal with the barriers of your own dominant style?

2. Students in each group will present their findings to the class referring to their chart.

3. Teachers and/or students will read a Biblical passage (e.g., John 4:1-42 Jesus and the Samaritan Woman) and discuss the attitudes of the gospel toward learning and change, “recognizing there is more grace in our world than sin, and that hope is essential in facing all challenges”

(see OCSGE 3a). As an alternative, teachers could invite the school chaplaincy team member, local pastor, pastoral worker, elder, or other suitable person to speak with students on this topic.

4. Students will write a journal reflection:

• identifying how the ways of learning with which they are less successful are required in a variety of learning situations and describe how they adapt to these situations

• illustrating how the passage inspires them to deal with their experiences and learning challenges.

5. Students will complete a personal learning profile chart that includes their personal strengths, interests, challenges, and strategies for learning. This chart will be placed in the student’s Learning Portfolio.

Assessment/Evaluation

• LSV.01X Formative assessment by teacher of group presentations of learning style characteristics for knowledge using oral communication checklist

• PK1.04X, OCSGE 3a Formative assessment by teacher of journal reflection for understanding and making connections using rubric for written work

• LS2.01X, IKV.02X Formative assessment by teacher of group work on barriers to learning styles for thinking/inquiry using roving conference and group work checklist

• LS2.01X Summative assessment by teacher of learning theories and thinking skills for knowledge, thinking, understanding, and application, using paper and pencil test

Accommodations

1. The analysis of survey responses according to the three learning styles may be difficult for some students. As an alternative, the teacher may provide a summary of the information in a note, accompanied by a diagram or chart. For specific accommodations, see student’s IEP.

2. Students may require specific modelling to do analysis of learning style activities.

3. Teachers may direct students to refer to their IEP’s for specific barriers to their learning in order to assist them with the activity.

4. Students may want to refer to the accommodations listed in their IEP’s strategies for dealing with challenges to their learning.

Resources

Learning Style Survey, from W.J. Townsend, What’s My Style?, Brownlee Publishing, 1987 (P.O. Box 37030, 1005 Ottawa St. N., Kitchener, ON N2A 4A7)

http://www.oise.utoronto.ca/Learn1/introll.html Learning Styles Surveys

http://www.newhorizons.org/trm-gardner.html Multiple Intelligences

Appendices

Activity # 2: Organization and Time Management Skills

Time: 140 minutes

Description:

Students will understand and demonstrate how to set goals. They will also learn how to organize and complete tasks within a specific time frame in order to meet these goals. Through the use of acquired skills, (e.g., organization and time management skills) students will experience how the application of short and long term planning affects their success.

Strand(s) and Expectations:

Strands: Learning Skills & Personal Knowledge and Management

Ontario Catholic School Graduate Expectations:

The Graduate is expected to be:

3d A reflective and creative thinker who makes decisions in light of gospel values with an informed moral conscience.

3e … who adopts a holistic approach to life by integrating learning from various subject areas and experience.

4e A self-directed, responsible, and lifelong learner who sets appropriate goals and priorities in school, work, and personal life.

4g … who examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

7b A responsible citizen who accepts accountability for one’s own actions.

Overall Expectations:

At the end of grade 9, students will:

• LSV.01X demonstrate and use an increasing variety of numeracy & literacy skills

• LSV.03X demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning, and presentation skills

• PKV.04X demonstrate understanding of how their personal management strengths and challenges affect their learning in secondary school

Specific Expectations:

Students will:

• LS3.05X demonstrate an ability to manage their own learning (e.g., study skills, organizational skills, time management, stress management, information management)

Planning Notes

• Place list of goals in Student Learning Portfolio, to form part of the basis for Annual Education Plan (A.E.P.).

Prior Knowledge Required

• paragraph writing

• knowledge of personal goals and values (unit 1)

• expectations for all courses on student timetable

Teaching/Learning Strategies

Sub-topic 1: Values Clarification & Goal Setting

1. Teachers will discuss with students the criteria for defining one’s values (e.g. prized, freely chosen, affirmed) and then brainstorm and record students’ examples of values in a word map.

2. Students will choose 5 of the values listed that are important to them and write a paragraph to:

a) explain how each value guides them to specific behaviours or actions;

b) reflect on how their values are or are not in tune with their faith and the gospel.

3. Teachers will explain criteria for defining a goal as achievable and measurable over a period of time and relative to their values.

4. Teachers will elicit and record students’ examples of goals in a word map and guide students to categorize information into short and long term goals. Examples of short term goals are: to pass a test, meet deadlines, complete daily work consistently. Examples of long term goals are long term educational plan, career plan, graduation, and acquiring employment.

5. Students will write a list of personal goals for current school year which reflect various areas of a student’s life: academic, career, social, family, spiritual, and develop a personal coat of arms or other visual representation to depict this information.

6. Using this list, students will write a personal plan of action of how they will meet their goals for the coming year and what resources in their school and community they will use to assist them (e.g., tutors, job-shadowing, church, family, career counselling, guidance counsellors, etc.)

Sub-Topic 2: Notebook Organization

1. Teachers will use Socratic method to develop a rationale for maintaining an organized, subject notebook (e.g., subject specific binders, use of dividers, table of contents, presentation, completion of notes) and record information on the board for students to copy.

2. Discuss advantages and disadvantages of following this method of organization.

3. Students will organize all subject notebooks according to previously discussed criteria and to meet expectations of specific subject teachers.

Sub-Topic 3: Time Management

1. Students will fill out daily time log sheets to identify use of time and to evaluate how it is oriented toward personal goals.

2. In small groups, students will brainstorm and record ways of using time well, what leads to wasted time, reasons for and strategies to deal with procrastination and time management.

3. Teachers will organize small group responses into informal planning (e.g., telephone planning with a friend, keeping several options open) and formal planning (e.g., use of daily, weekly, and monthly planner, knowing clearly what one is responsible for and when).

4. Teacher will organize the following points into a summary note on the board:

- elicit advantages and disadvantages of both informal and formal methods of planning

- explain how effective time management enables one to become more responsible in life

- explain how to use a daily / weekly / monthly planner properly in relation to meeting student goals (e.g., record all activities and assignments / tests on dates due, prioritize assignments / tests, divide major tasks into smaller components and prioritize, budget time needed to meet deadlines and record target dates in planner.

5. Students will write a statement of commitment listing strategies for improving their own time management, including dealing with procrastination.

6. Students will use a planner on a daily basis to organize short and long term academic work (e.g., homework, tests, long term assignments).

Assessment/Evaluation

• PKV.04X Formative assessment by teacher of values brainstorming activity for thinking using Oral Communication Rubric

• OCSGE 4g Formative assessment by teacher and student of examination of values for making connections using Rubric for Written Work

• OCSGE 4e Formative assessment by teacher of personal coat of arms for thinking using Oral/Visual Communication Rubric (see appendix A)

• OCSGE 4e Formative assessment by teacher and student of goals and action plan for making connections using Rubric for Written Work

• LS3.05X Formative / Summative assessment by teacher of notebook organization for knowledge using Notebook Evaluation Checklist

• LS3.05X Formative assessment by teacher of students’ use of daily planner for application using Teacher Observation Checklist

• LS3.05X Formative assessment by teacher of time management strategies for application using Rubric for Written Work

Accommodations

1. Provide written, step-by-step guidelines or templates for all written work.

2. Have students clarify what has been taught to ensure comprehension. Re-teach concept individually, where necessary.

3. Make deadlines flexible for students who require extra time.

4. Use word processor / grammar & spell check programs, where applicable.

• For specific accommodations, check student IEP.

Resources

• “Notebook Organization” in W.J. Townsend, Study Skills Workshop Brownlee Publishing, 1987 P.O. Box 37030, 1005 Ottawa St. N., Kitchener, ON N2A 4A7

• Daily Time Log Sheet: see Secondary Specific Learning Disability Curriculum Guideline, Peel District School Board (formerly Peel Board of Education), 1989

• Herman Ohme, Learn How To Learn, Palo Alto, CA: California Education Plan Inc., 1989

4074 Fabian Way, Palo Alto, CA 94303, U.S.A.

Appendices

Appendix A: Oral / Visual Presentation Rubric

ORAL/VISUAL PRESENTATION RUBRIC

Achievement	1	2	3	4
Category
• use of language and visuals	• uses language and visuals with limited accuracy and effectiveness	• uses language and visuals with some accuracy and effectiveness	• uses language and visuals with considerable accuracy and effectiveness	• uses language and visuals with a high degree of accuracy and effectiveness
• preparation	• demonstrates little preparation	• demonstrates some preparation	• demonstrates thought and attention to detail	• demonstrates a high degree of thought and attention to detail
• communi-cation for different audience and purposes using appropriate forms	• with limited sense of audience and purpose using appropriate forms	• with some sense of audience and purpose using some appropriate forms	• with a clear sense of audience and purpose using appropriate forms	• with a strong sense of audience and purpose using appropriate forms

Activity #3: Note-Taking Skills

Time: 140 minutes

Description:

Students will understand the purpose of note-taking as a record of information that facilitates their learning. Specifically, they will demonstrate how to organize visual and auditory information in the form of summary notes that contain main ideas and supporting details.

Strand(s) and Expectations:

Strands: Learning Skills

Ontario Catholic School Graduate Expectations:

The Graduate is expected to be:

• 4f An effective communicator who applies effective communication, decision-making, problem-solving, time and resource management skills

Overall Expectations:

At the end of grade 9, students will:

• LSV.01X Demonstrate and use an increasing variety of literacy and numeracy skills

• LSV.03X Demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentations skills

Specific Expectations:

Students will:

• LS2.04X demonstrate effective use of note-taking strategies *

Planning Notes

• Students will be required to bring subject-specific textbooks to complete note-taking activity and provide opportunities for transference of skills.

• Teachers may wish to contact the school’s Religion Dept. or Chaplaincy Team for a list of recommended videos to be used for the note-taking activity.

Prior Knowledge Required

• identify main idea and supporting details, listen attentively, basic literacy skills

Teaching/Learning StrategiesSub-Topic 1: Note-taking From A Text Book

1. Teachers will outline a method (e.g. SQ4R Method, see Townsend, Study Skills Workshop) of producing notes from subject textbooks. Steps should include: survey information, formulate questions to be answered, read for main idea, re-read for supporting details, write information down, and review information.

2. Teachers will provide a passage from a student’s subject textbook to practise this note-taking method. As an alternative, teachers may assign specific exercises from Study Skills Program, Level 1.

3. Teachers will discuss two types of note-taking presentations (mapping and outlining) and demonstrate both techniques to the students.

3. Students will practise mapping and outlining techniques using blank templates and subject specific texts and will organize information in a mapping note and an outline note.

4. Students will determine which technique best suits their particular learning styles.

Sub-Topic 2: Listening & Note-taking

1. Teachers will outline the four skills involved in taking notes from a lecture, observation, interview, or demonstration (e.g., listening, analyzing & interpreting, selecting, and recording information in writing).

2. Students will listen to a 10-minute lecture and develop a brief note using their preferred note-taking technique.

3. Students will view a 30-minute documentary video and produce a brief summary note using their preferred note-taking technique.

Assessment/Evaluation

1. LS2.04X Summative assessment by teacher of students’ notes for understanding and application using a note-taking rubric

Accommodations

1. Provide student with template of note forms containing partial information already completed (e.g., main idea already stated).

2. Pre-teach students subject-specific vocabulary prior to assigning subject note-taking exercise.

3. Teach students the organization of a textbook and how it can assist them to find and retrieve information.

4. Reduce amount of reading and listening material required for the activity.

5. Teach short introductory lesson on listening skills (e.g., focusing, facing the speaker, etc.)

6. For specific accommodations, check student’s IEP.

Resources

1. Herman Ohme, Learn How To Learn: Study Skills Palo Alto, CA: California Education Plan Inc., 1989 4074 Fabian Way, Palo Alto, CA 94303, U.S.A.

2. “SQ4R Method” in W.J. Townsend, Study Skills Workshop Brownlee Publishing, 1987 P.O. Box 37030, 1005 Ottawa St. N., Kitchener, ON N2A 4A7

3. “Taking Notes – Mapping & Outlining” in N.A.A.S.P.,Study Skills Program, Level 1, Reston, Virginia, 2209, 1989

Appendices

Activity #4: Memory Retention & Study Skills

Time: 350 minutes

Description:

Students will understand the distinction between short and long term memory retention and how they can learn strategies to improve their memory retention, particularly during a test or examination. They will demonstrate an understanding of mnemonic devices such as acronyms, acrostics, and word links. Students will select and use those devices best suited for their own learning style, analyze their own study habits, and develop strategies and structures that can be applied to other subject areas.

Strand(s) and Expectations:

Strands: Learning Skills

Ontario Catholic School Graduate Expectations:

The Graduate is expected to be:

• 2b an effective communicator who reads, understands and uses written materials effectively.

• 3c a reflective and creative thinker who thinks reflectively and creatively to evaluate situations and solve problems.

• 3e …who adopts a holistic approach to life by integrating learning from various subject areas and experience.

• 4b a self-directed, responsible, life long learner who demonstrates flexibility and adaptability.

• 4e … who sets appropriate goals and priorities in school, work and personal life.

• 4f …who applies effective communication, decision-making, problem-solving, time and resource management skills

Overall Expectations:

At the end of grade 9, students will:

• LSV.01X demonstrate and use an increasing variety of numeracy and literacy skills

• LSV.02X identify and describe learning theories and the learning and thinking skills required for success in high school *

• PKV.04X demonstrate an understanding of how their personal management strengths and challenges affect their learning in secondary school

Specific Expectations:

Students will:

• LS2.05X demonstrate effective use of focus and memory strategies that improve concentration and retention of information *

• LS3.05X demonstrate an ability to manage their own learning (e.g. study skills, organizational skills, time management, stress management, information management) *

• LS2.03X demonstrate effective use of study and preparation strategies in a variety of subjects and evaluate their impact on academic strategies *

Planning Notes

• Reinforcement activities and information can be found in Townsend’s Study Skills Workshop and Learning to Learn, Incentive Publications, Focus on Memory Chapter.

• As a wrap-up activity, the teacher may want to show the video, The Study Skills Game (1 hour). This video has a teacher’s guide and student activity booklet that summarizes the above skills.

Prior Knowledge Required

• Student’s own learning style, note-taking skills, & time management skills

Teaching/Learning Strategies

Sub-Topic 1: Short and Long Term Memory Retention

1. Teachers will introduce the concept of memory retention by having students view an overhead containing 7 random letters for approximately 20 seconds and have them record the letters from memory. Repeat the exercise using 4 other overheads, containing 9 letters, then 11 letters, then 13 related letters, then 13 unrelated letters.

2. Students will analyze their results from the game and determine whether they have good, average or poor memory recall for numbers.

3. Teachers will define short-term memory as "what you can keep in your attention in the moment", and discuss with students the links between the definition and their experience in the game.

4. Teachers will define long-term memory as "what you know and can bring to mind whenever you choose to do so".

5. Students will record the definitions for short- and long-term memory in their notebooks.

Sub-Topic 2: Four Ways To Remember

1. Teachers will explain to the class using a visual aid the four ways of moving information from one's short-term memory to one's long-term memory: grouping strategy, visualizing information, repeating information, choosing to remember.

2. Students will complete the exercises provided for each memory strategy in the Study Skills Program level II, NASSP.

Sub-Topic 3: Mnemonic Strategies

1. Teachers will explain to the class three strategies for remembering information: link method, acronym, acrostic

2. Students will complete the exercises provided for each mnemonic strategy in the Study Skills Program level II, NASSP

3. Students will write a paragraph analyzing which memory strategies work best for their learning style.

Sub-Topic 4: Study Environment

1. Teachers will have students survey and categorize their current study habits.

2. With a partner, students will analyze their study habits and attitudes and identify the areas each finds most challenging.

3. Teachers will engage students in a discussion about the