Course Profile
Learning Strategies1: Skills for
Success in Secondary School, Grade 9 open, Catholic
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, 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.
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Course Profile Writing Team
Gina Benvie, Anne Carey, Tina D’Acunto, Anthony Mastroianni,
Michael Nasello, - York Catholic District School Board;
Karen Pond - Simcoe-Muskoka Catholic District School Board
Anthony DiLena - Ontario School Counsellors Association
Gerry Brand, Mary Cosentino, Jack Cronin, Blair Day, Kevin Gallacher, Jim Hall, Allan Mackey, Cosimo Modafferi, & Paul Walsh, for their support and encouragement.
Unit 1: Becoming a Self-Directed Learner: Personal Knowledge and Management Skills
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
G. Benvie
A. Carey
T. D’Acunto
A. Mastroianni
M. Nasello
K. Pond
Development Date: May 1, 1999.
In this unit, students identify and use self-knowledge to develop a personal learning profile of individual strengths, needs, and strategies for learning through the completion of personal assessments, interest inventories, surveys, and self-reflections. Students also demonstrate an understanding of how communication, problem solving, conflict resolution, and teamwork contribute to becoming self-directed learners through case studies, role playing, and group activities.
Ontario Catholic School Graduate Expectations: 1i, 4g, 4h, 5c, 7d.
Strand(s): Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge Skills
Overall Expectations: LSV.01X; LSV.04X; PKV.01X – PKV.05X; IKV.02X.
Specific Expectations: LS2.02X; PK1.01X - PK1.04X; PK2.01X; PK2.03X - PK2.05X; PK3.02X; IK1.01X; IK1.03X - IK2.06X.
|
Activity 1 |
Establishing a Learning Portfolio |
140 minutes |
|
Activity 2 |
Creating a Supportive Learning Environment |
210 minutes |
|
Activity 3 |
Effective Communication Skills |
140 minutes |
|
Activity 4 |
My History as a Learner/My Future as a Learner |
280 minutes |
|
Activity 5 |
Who Am I? - Self-Awareness Inventories |
210 minutes |
The contents of the Learning Portfolio serve as a guide/resource to assist in the development of the student’s AEP.
Students should have an understanding of the concept of an Annual Education Plan (AEP).
· written reflections
· small group work
· quizzes
· teacher-directed instruction
· journal writing
· icebreaker activities
· letter writing
· brainstorming
· games
· case studies
· observation
· reading/discussion
· role playing
· conferencing
· paraliturgy
|
Rubric for Learning Portfolio |
Formative/Summative |
Teacher |
Units 1 - 5 |
|
Quiz/Test |
Formative |
Teacher |
Activity 1 |
|
Rubric for Written Work |
Formative |
Teacher |
Activity 3 |
|
Teacher Observation Checklist |
Diagnostic/Formative |
Teacher |
Activities 4 & 5 |
|
Rubric for Written Work |
Diagnostic/Formative |
Teacher |
Activity 4 |
True Colors, Educational Systems International, O.I.S.E., Guidance Centre, Toronto, ON
Kiersey Temperament Sorter, Please Understand Me, Kiersey.
Strong-Campbell Jackson Vocational Inventory
1 Thessalonians, Chapter 3, Good News Bible
Reflection Poem “Footprints”
Carr, Dr. Rey and Greg Saunders. Peer Counselling Starter Kit, Victoria, BC: University of Victoria Faculty of Education, 1980.
Who Am I? North York Career Centre, Toronto District School Board, 1998.
Discover
Career Explorer
http://cdn.cx.bridges.com/explorer/student.htm
(This web site has self- assessments, interest inventories, a resume writing
template, and career and post-secondary information.)
Choices
Human Resources Development Canada, Information Systems Management, Inc.
(This web site has self-assessments, interest inventories, and a resume writing
template career and post-secondary information.)
Time: 140 minutes
Students develop their own Learning Portfolio which is used throughout the whole course. They use this portfolio to collect samples of their learning in each of the units of study and to enhance understanding of their own learning strengths, challenges, and accomplishments. The portfolio serves as the major component of the summative evaluation for the course. The portfolio should be shared with the Teacher Adviser Program (T.A.P.) teacher, guidance counsellor, special education teacher, and parents.
Strand(s): Learning Skills
Ontario Catholic School Graduate Expectations:
The Graduate is expected to be:
2c - an effective communicator who presents information and ideas clearly and honestly, and with sensitivity to others.
3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience.
5g - a collaborative contributor who achieves excellence, originality, and integrity in one’s own work, and supports these qualities in the work of others.
Overall Expectations:
LSV.01X - demonstrate and use an increasing variety of numeracy and 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;
PKV.03X - identify and define the personal management skill, habit, and characteristics required for success in high school.v
Specific Expectations:
PK1.01X - produce a personal profile of their competencies and interests and explain how these affect their attitudes towards learning;v
PK1.02X - identify and describe their learning preferences by using a variety of assessment strategies (e.g., formal and informal inventories);v
· Explain to students that they need a binder with dividers to contain their Learning Portfolios.
· If this course is taught in semester 2, it may not be necessary to complete the Teaching/Learning Strategies re: Orientation to Secondary School.
· If a student handbook is not available, any statement of the school’s code of student behaviour is adequate.
· Ability to organize and categorize materials into different sections.
1. Teacher provides an overview of the student handbook. Using a highlighter, students mark the most critical expectations outlined in the following sections:
a) schools mission statement
b) staff directory
c) daily schedule
d) school policies
e) code of student behaviour
f) school calendar
g) Board policies (e.g., harassment, gender, equity)
h) co-curricular activities (teams, clubs)
i) school map
2. Teachers organize and develop a memory game to review the information found in the student handbook.
Design
of the game
· Divide a board into a total of 30 squares (5 columns x 6 rows).
· Each numbered square has concealed information from the handbook.
· Each square contains information that deals with specific details or a section from the handbook.
Rules of the game
· The objective of the game is to teach each player where to locate specific information in the student handbook and become well versed in the school’s policies, procedures, and expectations.
· Divide the class into two teams.
· Each player chooses two squares matching the specific information with the corresponding section found in the student handbook.
· If a player answers correctly, the team receives a point and continues to play. If a player answers incorrectly, then the opposing team receives an opportunity to choose a square.
· The teams continue playing until all squares are permanently revealed and matched.
3. Students complete a quiz dealing with the information found in the student handbook.
1. Explain to students the role and importance of developing and keeping a Learning Portfolio.
2. Outline the expectations for the Learning Portfolio. Portfolios are established as follows:
Learning Portfolio Outline
|
Title |
Theme |
Types of Information to include |
Scripture Passage |
|
Goals and Plans |
Becoming a Lifelong Learner |
- Annual Educational Plan - Individual Education Plan - career plan - high school course selection plan - short- and long-term goals |
“I do not claim that I have already succeeded or have already become perfect. I keep striving to win the prize for which Christ Jesus has already won me to himself.” Philippians 3:12-14 |
|
Learning Profiles |
Becoming a Self-Directed Learner |
- Learning Styles Inventories - Self-Assessments - lists of strengths and weaknesses - Learning Profile Chart |
“When I am weak, then I am strong.” 2 Corinthians 12:10 |
|
Personal Profile |
Becoming a Reflective Learner |
- personality assessments - personal reflections and journals - career inventories - resume |
“Who do ‘I’ say that I am?” Mark 8: 27-30 |
|
Accomplish-ments |
Becoming an Effective Learner |
- certificates - diplomas - report cards - tests/exams or written assignments which exemplify student’s best work from all subject areas - letters of recognition |
“You are the salt of the earth...You are the light of the world.” Matthew 5:13-14 |
|
Community Involvement |
Becoming a Collaborative Learner |
- Service Learning project - other community involvement - extra-curricular and co-curricular activities - part-time jobs |
“whenever you did this for one of the least important brothers and sisters of mine, you did it for me.” Matthew 25: 31-4 |
3. Each section of the Learning Portfolio also includes a title page, a separate page highlighting the Scripture Passage with space for written student reflections, dividers, short written reflections on why particular entries were included in the portfolio, a glossary of new terms.
4. Students write journal reflections throughout the semester to summarize each section. They will be instructed to focus their reflections on what they have learned about each of the five descriptions of the learner (lifelong, self-directed, reflective, effective, and collaborative). Grade appropriate definitions of each of the terms are to be provided in the Learning Portfolio to enable students to develop some consistency of approach to these reflections.
· PK1. 01X, PK1. 02X - Diagnostic/Formative assessment by teacher of ongoing learning activities for knowledge, application, inquiry, and communication using a Learning Portfolio rubric
· PKV.03X - Formative assessment by teacher of student handbook for knowledge using paper and pencil test
· Assist students in organizing the Learning Portfolio.
· Provide a checklist of items to include in each section of the Portfolio for student reference.
· Assist students with highlighting sections in the student handbook and frequently review the information, particularly rules and procedures of the school.
· Develop an alternative game that lends itself to the student’s learning strengths and includes his/her participation on a team (some are more suited to the auditory learner).
· As an enrichment activity, students may want to create an electronic version of the Learning Portfolio.
· For specific accommodations, see student’s IEP.
Choices Into Action. The Annual Education Plan, pp. 16-17.
(Items are in order of occurrence throughout the course.)
|
# |
Learning Portfolio Items |
Done |
|
1. |
Reflection Summary
Journal - Section 1 |
|
|
2. |
Reflection Summary
Journal - Section 2 |
|
|
3. |
Reflection Summary
Journal - Section 3 |
|
|
4. |
Reflection Summary
Journal - Section 4 |
|
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5. |
Reflection Summary
Journal - Section 5 |
|
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6. |
Title Page |
|
|
7. |
Scripture Reflection -
Section 1 |
|
|
8. |
Scripture Reflection -
Section 2 |
|
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9. |
Scripture Reflection -
Section 3 |
|
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10. |
Scripture Reflection -
Section 4 |
|
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11. |
Scripture Reflection -
Section 5 |
|
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12. |
Glossary of New Terms |
|
|
13. |
Reflection on Creed -
Unit 1 Activity 2 Sub-topic 3 |
|
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14. |
Personal Roadmap - Unit 1
Activity 4 Sub-topic 1 |
|
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15. |
Personal Life Management
Plan - Unit 1 Activity 4 Sub-topic 2 |
|
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16. |
Treasure Hunt Map - Unit
1 Activity 5 Sub-topic 2 |
|
|
17. |
Personality Trait Summary
- Unit 1 Activity 5 Sub-topic 2 |
|
|
18. |
Career/Interest/Aptitude
Inventories - Unit 1 Activity 5 Sub-topic 3 |
|
|
|
UNIT 2 |
|
|
19. |
Learning Theory Survey -
Unit 2 Activity 1 |
|
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20. |
Personal Learning Profile
Chart: Strengths, Interests, Challenges - Unit 2 Activity 1 |
|
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21. |
Personal Goals for
Current Year and Plan of Action - Unit 2 Activity 2 |
|
|
22. |
Reflection on Use of Time
for Study vs Achievement/Marks - Unit 2 Activity 4 Sub-topic 5 |
|
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23. |
Reflection on Research
and Poster - Unit 2 Activity 6 Sub-topic 4 |
|
|
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UNIT 3 |
|
|
24. |
Teacher Feedback and
Recommendations: Student Response - Unit 3 Activity 2 |
|
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25. |
High School Course
Planner - Unit 3 Activity 4 |
|
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26. |
Post-Secondary Worksheet
- Unit 3 Activity 4 |
|
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27. |
Resumé - Unit 3 Activity 5
Sub-topic 4 |
|
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UNIT 4 |
|
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28. |
Title Page - Acrostic
Poem - Unit 4 Activity 1 |
|
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29. |
Literacy/Numeracy Poster
- Unit 4 Activity 1 |
|
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30. |
Journal Reflection on
Matching Reading Strategy to Learning Style - Unit 4 Activity 2 |
|
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31. |
Journal Reflection in the
Importance of Writing - Unit 4 Activity 3 Sub-topic 1 |
|
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32. |
Writing Sample - Unit 4
Activity 3 Sub-topic 2 |
|
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33. |
Reference Section - Unit
4 Activity 3 Sub-topics 3 #4 |
|
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34. |
Summary Reflection - Unit
4 Activity 3 Sub-topic 3 #7 |
|
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35. |
General Knowledge Math
Test - Unit 4 Activity 4 #7 |
|
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36. |
“In the News”
Mini-articles - Unit 4 Activity 5 #10 |
|
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UNIT 5 |
|
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37. |
Interpersonal Style in
Groups Self-Inventory - Unit 5 Activity 1 |
|
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38. |
Reflective Journal on
Animal Types & Conflict - Unit 5 Activity 3 |
|
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39. |
Interpersonal and
Teamwork Skills Inventory & Reflection - Unit 5 Activity 6 |
|
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding -
knowledge of how to organize and maintain a learning portfolio -
understanding of concepts in creating a learning portfolio -
identify categories, themes, types of information to include in portfolio - understanding of
relationships between the categories, themes, Scripture, and work completed |
-
demonstrates limited knowledge of organizing and maintaining a learning
portfolio -
limited understanding of concepts needed |