2POLS1

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

Unit 1

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, paste, and otherwise adapt this material for education 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.

Acknowledgments

Public District School Board Writing Team - Learning Strategies 1, Guidance and Career Education

Lead Board

Halton District School Board

Anne Clifton, Co Manager

Course Profile Writing Team

Anne Clifton, Co Manager, Halton District School Board

Shirley Kellestine, Co Manager, Peel District School Board

Pat Lewis, Peel District School Board

Pat Comley, Toronto District School Board

Ted Blackbourn, Peel District School Board

Rodger Harp, Kawartha Pine Ridge District School Board

Ron Petker, Waterloo Region District School Board

Course Unit # 1: Preparing for Learning

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 23 hours

Unit Developers

Anne Clifton, Halton District School Board

Shirley Kellestine, Peel District School Board

Pat Lewis, Peel District School Board

Ted Blackbourn, Peel District School Board

Rodger Harp, Kawartha Pine Ridge District School Board

Pat Comley, Toronto District School Board

Ron Petker, Waterloo Region District School Board

Development Date: April 1, 1999

Unit Description

In this unit, students will develop a personal profile of their competencies and interests. Having investigated their learning preferences by completing a variety of inventories, students will be aware of their areas of strength and of the need to accommodate their learning challenges. Students will define success as the achievement of personal goals and then investigate and begin to apply the personal management skills and habits critical to success in high school.

Strand(s) & Expectations

Strands: Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge and Management Skills

Overall Expectations: LSV.01X, LSV.02X, PKV.01X, PKV.02X, PKV.03X, IKV.01X, IKV.02X

Specific Expectations: LS2.01X, LS1.02X, LS2.01X, LS2.02X, PK1.01X, PK1.05X, PK2.01X, PK2.02X, PK2.03X, PK2.04X, IK1.01X, IK1.02X, IK1.03X, IK1.04X, 1K1.06X, LS2.03X, LS2.04X

Activity Titles

Activity 1	What makes an effective team?	210 minutes
Activity 2	What does my personal profile look like?	350 minutes
Activity 3	What does learning have to do with success?	280 minutes
Activity 4	How do I work and communicate effectively in my group?	210-350 minutes
Activity 5	How do I organize for success?	280 minutes

Unit Planning Notes

1. The portfolio for the course can be organized as follows:

Section 1: Personal Profile (Learning About Myself)

Section 2: Application of Knowledge and Skills (organized according to each of the strands in the course: Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills)

Section 3: Goals and Plans (Planning for Learning)

2. Literacy and numeracy skills and strategies are dealt with on an on-going basis according to individual student need.

3. Students regularly update their portfolio and maintain their student planners.

4. Students are consistently encouraged to apply strategies learned in this course in their other coursework.

Prior Knowledge Required

• some experience in cooperative groups

Teaching/Learning Strategies

• questioning, demonstration, role playing, simulation, cooperative group learning, brainstorming, concept development, critical and creative thinking using graphic organizers, interviewing, researching, peer buddies

Assessment / Evaluation

Tool	Purpose	Who	Activity
observation	formative	teacher	all, ongoing
checklist	formative	teacher	#1 group skills
constructed response	formative	teacher	#1 group process
graphic organizer	formative	teacher & self	#1 thinking skills
checklist	formative	teacher & self	#2 personal profile
rubric	formative	teacher	#2 ideal classroom
rubric	formative	teacher	#2 reflection
rubric	formative	teacher, self	#3 personal inquiry
rubric	summative	teacher	#3 Tips for Success Poster
checklist	formative	self	#3 communication skills; vocabulary development
checklist	formative	teacher	#4 communication skills
rubric / constructed response	formative	teacher, self	#4 SQ4R strategy
checklist	formative	peer	#5 time management
checklist; constructed response	formative	teacher	#5 note taking
rubric	formative	teacher	#5 study strategies
rubric	summative	teacher	#5 student led portfolio conference

Resources

1. Burke, Kay, What to Do With the Kid Who...Developing Cooperation, Self-Discipline and Responsibility in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1992.

2. Butler, S.; and Misener, J. Exploring Your Horizons. Toronto: McGraw – Hill Ryerson Limited, 1998.

3. Costa, Arthur. The School as a Home for the Mind. Arlington Heights: IRI / Skylight Training and Publishing, 1991.

4. Crutsinger, Carla. Thinking Smarter. Carrollton: Brainworks, Inc., 1992.

5. De Bono, Edward. Mind Power. Toronto: Penguin Group, 1995.

6. Fogarty, Robin and Bellanca, James. Patterns for Thinking, Patterns for Transfer. Arlington Heights: IRI / Skylight Training and Publishing,1991.

7. Fleet, J.; Goodchild, F.; and Zajchowski, R. Learning for Success: Skills and Strategies for Canadian Students. Harcourt Brace & Co., 1994.

8. Gibbs, Jeanne. Tribes. Santa Rosa: Centre Source Publications, 1994.

9. Kearns, S.; and Misener, J. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993.

10. OSSTF. Celebrating Differences: Teaching and Learning Styles, Toronto: OSSTF, 1986.

11. OSSTF. Grass Roots II. Toronto: OSSTF, 1993.

12. Parks, S.; and Black, H. Organizing Thinking. (Book 1) Pacific Grove: Critical Thinking Press and Software, 1992.

13. Sebranek, P.; Meyer, V.; Kemper, D.; and Van Rys, J. School to Work, A Student Handbook. Boston: D.C. Heath and Co., 1996.

14. Silberman, M. Active Learning. Needham Heights: Allyn & Bacon, 1996.

15. University of Victoria. Study Tactics Checklist. http://www.coun.uvic.ca/learn/program/hndouts/chklst.html

Activity # 1 What makes an effective team?

Time: 210 minutes

Description

Students determine the knowledge and skills that group members require to work effectively in groups and explore the use of critical and creative thinking skills in this and other subject areas.

Strand(s) and Expectations

Strands: Learning Skills, Interpersonal Knowledge and Skills

Overall Expectations

At the end of Grade 9, students will:

• IKV.O1X describe the knowledge and skills needed for effectively working in groups.

• LSV.O3X demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills

Specific Expectations

Students will:

• IK1.O1X explain how effective group processes can promote individual learning and the achievement of group goals

• IK1.O2X describe the interpersonal and teamwork skills necessary for effective group work at school and in the workplace

• LS2.O1X demonstrate an understanding of different learning theories and concepts

Planning Notes

The teacher needs to be aware of the ongoing development of the roles, relationships and dynamics within a group. A variety of group activities that include “getting to know you”, trust, empathy and co-operative activities may be used to help students become comfortable working in groups. (See resources for this activity.)

The teacher considers and plans accordingly for students who, because of range of issues – behaviour, esteem, learning ability, etc., may need to work in smaller groups or groups of a homogeneous nature to be successful.

The teacher may wish to co-ordinate these activities with grade 9 teacher advisers who may have a similar focus in September of each year.

Prior Knowledge Required

• experience in cooperative groups

Teaching / Learning Strategies

1. Involve students in a cooperative group activity: In teams of 4-6,

• create a group symbol or CD cover that reflects the group and the individual students in it.

• assign roles for each team member (e.g, #1: materials manager, #2: artist – designer, #3: timekeeper, #4 makes sure all in group are included, #5: presenter, #6: co-presenter).

• each group presents its symbol / CD cover.

• students individually reflect on what they have learned – about each other and the group goal that was accomplished.

• provide a definition of reflection, some reflection questions and model ‘reflection’ frequently for the class (see Unit 1, Activity 1, Appendix A).

2. Ask the groups: What caused your group to work well? What inhibited the work of the group?

• List other situations that require group or team work. e.g., a jury, a sports team, a TV news team, a car manufacturing plant, the emergency room in a hospital. Using a graphic organizer, teach ‘brainstorming’ (e.g., mind map, see Unit 1, Activity 1, Appendix A) - generating ideas on a selected concept where students build on others’ ideas without judging them. Have each group brainstorm the skills and processes required for one of these specific teams to be successful.

• Teach students to sort and classify. (Collect data, label similar items in a group, use the same pattern to add others.) Use a graphic organizer to illustrate the process. See Unit 1, Activity 1, Appendix A.

• Have students classify the skills and processes generated into some categories, e.g., listening skills, processes for negotiating and reaching consensus, processes for determining roles, leadership skills, organizing skills).

Assessment / Evaluation

1. IK1.O2X

Create cooperative groups of 4 students who work together to design a role play that illustrates at least 5 skills required for effective groupwork. Other groups determine which skills are being role played. (formative; tool: selected response)

2. IK1.O2X

Students in these groups list the skills required for their role play group to work effectively and identify those that were used to help the group function effectively and those that were missing that could have helped the group do better work, e.g. staying on task, seeking consensus, contributing ideas, handling disagreements positively. (formative; tool: checklist)

3. IK1.O1X

As a group, students determine what processes lead to the accomplishment of the group goal and to any individual learning. Groups list the processes on chart paper and post them. Individual students generate a written reflection of the ways that group processes and interpersonal skills impact their own learning in and out of school. Reflection must include specific, real examples of how the student’s learning or achievement has been / will or could be affected by an effectively working group. (formative; tool: constructed response)

4. LS2.O1X

Students determine opportunities to use brainstorming (creative thinking) and sorting and

classifying (critical thinking) in other subjects, select an opportunity, apply the skills and bring evidence of application (use of a graphic organizer to facilitate the thinking) of these to Learning Strategies 1 class. Assessment criteria: use of a graphic organizer, effectiveness of the strategy. Students reflect on their use of the thinking skills strategy and determine opportunities for future use. See rubric – Appendix A. At a later date, this evidence will be placed in section 2 of the student’s portfolio: Application of Knowledge and Skills. (formative; tool: graphic organizers; rubric)

Resources

1. Fogarty, Robin and Bellanca, James. Patterns for Thinking, Patterns for Transfer, Arlington Heights: IRI / Skylight Training and Publishing, 1991.

2. OSSTF. Grass Roots II. Toronto: OSSTF, 1993.

3. Johnstone, Keith. Don’t Be Prepared. Calgary: Loose Moose Theatre Company, 1994.

4. Hobbs, Ann and White, Dr. James. Empowering Ourselves Together. Wentworth County Board of Education, 1993.

Appendix A

Questions That Encourage Reflection

Teacher Questions

1. What were you expected to do?

2. What did you do well?

3. If you had to do the task again, what would you do differently?

4. What assistance do you need from the teacher?

5. Is there anything else you need to know?

PMI

(Plus) What was good about the activity or experience?

(Minus) What was not good about the activity or experience?

(Interesting) What was interesting about the activity or experience?

What?, So What?, Now What?, What Else?

1. What did I do?

2. What skills and / or knowledge did I use or learn?

3. Why was I trying to do it?

4. Where else can I apply what I learned?

5. What next steps can I take?

Graphic Organizers

Mind Map Venn Diagram – to sort & classify

Rubric: Reflection; Application and Transfer of Knowledge & Skills

Level 1	Level 2	Level 3	Level 4
Outlines application of knowledge and/or skill with little detail	Describes application of knowledge and/or skill concisely with some detail; identifies the areas of learning that were applied	Describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present context only	Describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present, past and future contexts
Reflection relates more to feeling about evidence (likes and dislikes) rather than to knowledge about personal growth	Reflection is about learning but is superficial	Reflection shows insight into own learning, plans are included for further development (goal setting, action plans, etc.)	Reflection includes assessment of own learning as well as specific plans for further development (goal setting, action plans, etc.)

Activity # 2 What does my personal profile look like?

Time: 350 minutes

Description

Students are introduced to the concept of learning styles in the areas of personal strengths and preferences, as well as the social and environmental factors that influence their learning. Students create their initial personal profile which will eventually form part of their personal portfolio.

Strand(s) and Expectations

Strand: Personal Knowledge and Management

Overall Expectations:

At the end of Grade 9, students will:

• PKV.O1X explain how their competencies and interests affect their learning

• PKV.O2X describe and evaluate the ways they learn best

Specific Expectations

Students will:

• PK1.O1X produc