Course Profile
Learning Strategies 1: Skills
for Success in Secondary School, Grade 9 open, Public
Unit 3
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 association. The development of these resources was funded by the Ontario Ministry of Education. 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 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 or by the Partnership of School Boards that supported the Production of this document.
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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
Ted Blackbourn, Peel District School Board
Pat Comley, Toronto District School Board
Rodger Harp, Kawartha Pine Ridge District School Board
Debbie Jukes, Halton District School Board
Pat Lewis, Peel District School Board
Ron Petker, Waterloo Region District School Board
Unit 3: Extending and Expanding My Learning
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Anne Clifton, Halton District School Board
Shirley Kellestine, Peel District School Board
Pat Comley, Toronto District School Board
Ted Blackbourne, Peel District School Board
Debbie Jukes, Halton District School Board
Ron Petker, Waterloo Region District School Board
Development Date: July 1999
Students extend their learning beyond the classroom to the school and community to develop their skills in a variety of areas. Students have the opportunity to job shadow, volunteer, investigate their interests and become involved in a variety of school and community activities. Students track their growth in their portfolios and explore opportunities to apply their skills and knowledge in different contexts. Students explore their personality types through a variety of inventories and relate this to their work in groups and teams.
Strand(s): Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge and Management Skills
Overall Expectations: LSV.01X, IKV.02X.
Specific Expectations: LS1.02X, LS1.03X, LS1.04X, LS2.02X, LS2.03X, LS2.04X, LS2.05X, IK2.02X, LS3.03X, LS3.08X, PK2.05X, PK3.01X, PK3.02X, IK1.04X, IK1.05X, IK2.01X.
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Activity 1 |
How can I understand and manage my emotions? |
420 minutes |
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Activity 2 |
How can I use thinking, memory and focus strategies to improve my success at school? |
420 minutes |
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Activity 3 |
How can I extend my learning beyond the classroom? |
960 minutes |
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Activity 4 |
How can I plan for and select future opportunities for learning in the community? |
240 minutes |
Activity 2, which focuses on study skills, memory strategies, and preparing for end of term projects, tests and assignments, can be attempted anytime after the students are aware of their learning preferences and dominant intelligences. Since Activity 2 can ‘stand alone,’ it can be ideally placed as students become involved in preparing for assignments, tests, and projects that are key components of the mid-term reporting period.
Activity 3, which results in class or group service projects (in school or in the community), can be introduced early in the course along with some preliminary activities and teacher preparation, e.g., establishing student interest areas, some initial research, etc. The bulk of teaching/learning strategies however take place in this third unit of the course.
Activity 4 can link with the “Take Our Kids To Work™” initiative in the school if the Learning Strategies course is scheduled during that part of the year.
For Activities 3 and 4, teachers follow school and board procedures and policies for student volunteering, job shadowing, and service projects within the community.
· How to create and manage a portfolio
· Awareness of their own learning strengths and challenges
questioning, demonstration, co-operative groups, brainstorming, interviewing, simulation, inquiry/research, case studies, service learning, community-based learning
|
Tool |
Purpose |
Who |
Activity |
|
Written or oral test |
formative |
teacher |
1: emotional intelligence |
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Log |
formative |
teacher |
1: tracking emotions |
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Constructed response: personal case study |
formative |
teacher |
1: conflict resolution |
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Checklist |
formative |
teacher, peer, self |
1: conflict resolution |
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Constructed response: goal setting/action plan |
formative |
teacher |
1: stress management |
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Constructed response (chart) |
formative |
self |
2: study strategies |
|
Rubric |
summative |
teacher |
2: study strategies, test preparation |
|
Constructed response |
formative |
teacher |
2. conflict resolution |
|
Rubric |
formative |
teacher |
3: research / inquiry |
|
Checklist |
formative |
teacher, peer, self |
3: communication and teamwork skills |
|
Checklist |
formative |
teacher |
3: project management |
|
Constructed response |
formative |
teacher |
3: reading strategies |
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Rubric |
formative |
teacher |
3: writing forms |
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Constructed response (goals, action plans) |
summative |
teacher |
4: personal learning plan |
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Rubrics, observation |
summative |
teacher |
4: volunteer fair |
Fogarty, Robyn. Problem Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights: IRI SkyLight Training and Publishing, 1997. ISBN 1-57517-067-1
Goleman, Daniel. Emotional Intelligence. New York: Bantam Books, 1997. ISBN0-553-37506-7
Lewis, Barbara. The Kid’s Guide to Service Projects. Minneapolis: Free Spirit Publishing, 1995.
ISBN 0-915793-82-2
Time: 420 minutes
Students expand their knowledge of themselves as learners as they explore how emotions can affect their learning and how they can manage their emotions more effectively. Students learn strategies to manage stress and resolve conflicts.
Strand(s): Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills
Overall Expectations:
PKV.03X - identify and define the personal management skills, habits, and characteristics required for success in high school
Specific Expectations:
PK3.02X - demonstrate understanding of the impact of emotions on learning and describe strategies to manage emotions effectively (e.g., anger management)
IK1.05X - describe and understand how to use conflict resolution strategies effectively to resolve problems in learning situations (e.g., completing group assignments, discussing homework with parents)
PK3.04X - explain how stress can positively and negatively affect learning performance and effectively use techniques for managing stress to maximize performance.
The teacher:
· researches the emotional intelligence topics listed for the Jigsaw activity and provides information suited to the needs and strengths of the students in the class.
· researches the difference between emotional intelligence (ability to learn and apply concepts relating to emotions), emotional literacy (ability to experience and manage emotions) and emotional competencies (skills and attributes that determine the strength of our emotional intelligence).
· researches and selects Emotional Intelligence inventories suited to the students in the class.
· ensures that Public Performance Rights have been obtained (usually by the district school board) for any of videos/video clips shown to students for Emotional Intelligence analysis purposes.
Refer to Unit 1, Activity 2: student portfolio
Refer to Unit 1, Activity 2: knowledge of multiple intelligence/learning styles, etc.
1. The teacher:
· introduces the concept of Emotional Intelligence by asking students to discuss the following quote:
“Anyone can be angry - that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy!“ Aristotle. “Nicomachean Ethics,” Time Magazine, 10/2/95
· sets up a jigsaw with home groups of five. Expert groups discuss the definition of Emotional Intelligence together with information on one of the Five Dimensions of Emotional Intelligence (self-awareness, motivation, empathy, handling emotions, social skills). Home groups hear from each expert in the group and complete a teacher-prepared worksheet with questions designed to elicit information from each topic area.
2. Students:
· give three or more examples of how each of the dimensions of Emotional Intelligence is portrayed;
|
EMOTIONAL INTELLIGENCE PROFILE |
||||
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Self- Awareness |
Motivation |
Empathy |
Handling Emotions |
Social Skills |
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Knowing one’s emotions and using them in good decision- making |
Motivating oneself despite persistent setbacks and staying hopeful; includes ability to delay gratification (includes impulse control) |
Recognizing emotions in others |
Managing one’s emotions to keep distress from impairing one’s ability to think |
Handling relationships, being able to have a rapport with others, to co-operate and handle feelings in relationships |
|
low...........high |
low...........high |
low...........high |
low...........high |
low...........high |
· as a class, discuss how high competence in each of the dimensions is portrayed and how low competence is portrayed;
· watch their favourite television show or movie, write down several examples of Emotional Intelligence, label the dimension, describe the behaviour that illustrates intelligence, and the degree of competence that it demonstrates, and discuss these examples in class;
· individually determine their personal Emotional Intelligence Quotient (EQ) by stating the degree of competence they think they have in each of the dimensions and creating an Emotional Intelligence profile of themselves, perhaps by using a bar graph. They share the profile with a partner, if they feel comfortable with doing so, or store it in their portfolios;
· use an EQ Inventory, selected by the teacher, to determine their Emotional Intelligence Quotient (e.g., www.utne.com/lens/bms/eq.html; EQ Professional Inquiry Kit), plot the results of this inventory on a bar graph and compare the two profiles/bar graphs noting the differences between the two, summarize their Emotional Intelligence strengths and weaknesses, and place the inventory results in the Personal Profile section of their portfolios.
3. Students:
· brainstorm as many ‘emotions’ as they can and discuss the impact of some of these emotions on their learning;
· view the video Emotional Intelligence to understand the emotional brain and its relationship to the cognitive brain;
· discuss the potential of being able to control emotions in a variety of situations;
· examine the relationship among the following to determine how they can control their emotions:
SITUATION THOUGHTS EMOTIONS
We can often control our emotions if we can control the thoughts that trigger the emotion (e.g., jealousy, embarrassment) and in some cases, can avoid the emotions if we can change the situation (e.g., avoid panic by reviewing for tests rather than cramming).
· chart their emotional responses to a variety of situations in and out of school over the next few days, describing the situation and thoughts that trigger the emotion;
· in pairs, discuss each other’s charts and brainstorm how one might have altered the situations or thoughts to minimize or manage the emotions;
· in groups of four, create case studies (e.g., narrative personal experience) that describe situations and emotional reactions which impact learning at school. Groups exchange case studies and problem solve how to manage emotions in the given situation;
· individually and purposefully try to alter or minimize their thoughts about a situation or the situation itself to manage their emotions, reflect on their success using the What? So What? Now What? frame (Unit 1, Activity 1, Appendix A) and put their Managing Emotions chart or record in their portfolios in the Application of Knowledge and Skills section.
4. Stress - Managing Emotions
Students:
· brainstorm, as a class, a list of things that cause them stress;
· discuss the list and attempt to explain stress – define it, explain what causes it, why it happens, when it is good, and when it is bad.
5. The teacher:
· explains stress according to the following cycle: stress results when something happens (stressor), the body has a physical reaction (e.g., sweat, fast heartbeat), and the individual chooses to do little or nothing to remove the stressor;
· has students work through the list from Strategy 3 and determine actions that could be taken in each situation to manage stress;
· helps students determine that individuals have control over some stressors and not others;
· explains that the ‘learning’ part of the brain shuts down during periods of stress.
6. Students:
· complete stress management checklists and inventories to help identify signs of stress and potential stressors in their lives, form groups and determine the most and least common signs of stress, when the signs are most likely to occur, the feelings associated with stress, and ways to reduce common signs of stress;
· brainstorm and share suggestions for dealing with worry, excitement, and anxiety, and discuss the point at which these feelings become unhealthy;
· individually, describe causes of personal stress in their lives, determine which stressors they can control and list potential strategies they might use to manage their stress and related emotions.
7. Case Study Analysis
Students:
· build a variety of case studies by describing, as narratives, personal (real or fictitious but believable) situations in which they had difficulty managing their emotions as a result of a variety of stressors in their lives;
· hand in descriptions with no name attached. Additional scenarios may be added or suggested by the teacher (e.g., stress leading to anxiety in school, excitement leading to poor concentration, motivation problems leading to procrastination, etc.);
· in triads, choose a case study and brainstorm stress management strategies. Each triad’s case study can be role played or described for the class in a general discussion of stress management strategies.
8. Conflict Resolution
Students:
· watch a variety of video clips of conflict situations (or examine a variety of case studies) prepared by the teacher, define ‘conflict,’ and determine some of the causes of conflict;
· focus on ineffective communication as one of the causes of conflict and effective and accurate communication as a potential way to ease, avoid, or resolve conflict;
· discuss communication skills as competencies for Emotional Intelligence.
9. The teacher:
· introduces a model of communication that includes a sender and a receiver, a feedback loop, and the encoding and decoding of messages; describes communication as verbal and non-verbal;
· selects one video clip or case study as a focus, asks students to see themselves in one of the roles in the video conflict situation, and has them analyse the situation using the following questions:
What would you think? What would you say?
How would you feel? What would you do?
Were you an effective communicator? Why or why not?
Would conflict escalate or de-escalate as a result of your responses?
· initiates a discussion on the effects of words or actions (e.g., interrupt, criticize, ridicule, preach, insult, etc.) that shut down communication.
10. Students:
· summarize a variety of strategies that help to minimize or resolve conflict;
· in pairs, recall and describe conflict situations in which they were involved, describe the relationship between their thoughts, feelings, and actions, and reflect on the effectiveness of their communication skills in preventing, managing, or escalating the conflict;
· in class group situations, observe for a week conflict or potential conflict situations in which they may or may not play a role and reflect on the following: How did you recognize the conflict? What did you do about it? What might have you done differently?
1. PK3.02X
a) Students complete a short multiple-choice quiz on key terms and concepts relating to Emotional Intelligence. (Formative; tool: written test).
b) Over the period of a week, students note and describe (audiotape or written) real-life situations in which their emotions have affected their learning or had the potential to affect their learning. Students describe the impact (potential or actual) of the emotion on their learning and how thoughts and/or the situation might have been (or were) changed to manage the emotion and minimize the impact on learning. (Formative; tool: constructed response).
2. PK3.02X, PK3.04X, IK1.05X
Students select a situation of their choice (e.g., managing stress, resolving a conflict, managing anger) and describe strategies needed for managing emotions in terms of that particular situation. The strategies listed should be possible, appropriate, and make sense in terms of the situation. (Formative; tool: constructed response).
3. PK3.04X
In anticipation of upcoming projects, assignments, or tests, students:
· describe in terms of their own reactions, any positive impact of stress associated with due dates, increased workload, etc.; describe the negative impact of stress in these situations and determine what they can control and not control;
· set goals and develop an action plan that includes techniques for managing stress and preparing for the mid-term situation to the best of their ability. They carry out the plan, monitor their progress, and reflect on their successes (see the reflection rubric in Unit 1, Activity 1, Appendix A);
· collect evidence of applying their plan/strategies (e.g., daily planner, marked assignments, study log, etc.) and place this in their portfolios. Rubric criteria for the plan can include knowing what can be controlled and not controlled, knowing how to lessen their physical response to stress, time, and project management strategies, a realistic approach and awareness of their own abilities (Formative; tool: rubric).
4. IK1.05X
Students:
· determine a situation in which they will negotiate something, e.g., asking their brother to turn down the television, going to a different movie with a friend, doing a different part of a group assignment, etc.;
· pre-plan a strategy forecasting some potential thoughts, feelings, and actions;
· participate in the negotiation;
· develop a written reflection on the negotiation that describes what they thought, said, felt, and did, effective and ineffective communication strategies, and a rationale for what they would do in a similar situation next time (Formative; tool: constructed response).
Emotional Intelligence Professional Inquiry Kit. Alexandria: Association for Supervision and Curriculum Development, 1997.
Gibbs, Nancy. “The EQ Factor.” Time Magazine, (October 2, 1995): 60-68.
Goleman, D. Emotional Intelligence – A New Vision for Educators. National Professional Resource (Video), 1996.
Innerchoice Publishing. 50 Activities for Teaching Emotional Intelligence, Level 2 Middle School. California: Innerchoice Publishing, 1996.
Kearns, T., C. Pickering, J. Twist. Managing Conflict: A Practical Guide to Conflict Resolution for Educators. Toronto: OSSTF, 1992. ISBN 0-920930-54-9
Robbins, P. and J. Scott. “Emotional Intelligence”. ABC 20/20, Association for Supervision and Curriculum Development, 1996.
UTNE Reader OnLine “What’s Your Emotional Intelligence Quotient”
www.utne.com/lens/bms/eq.html
Time: 420 minutes
Students explore a variety of thinking, focus, and memory strategies and use them to positively impact their learning, studying, and preparing for end of term assignments, projects, and tests.
Strand(s): Learning Skills
Overall Expectations:
LSV.02X - identify and describe learning theories and the learning and thinking skills required for success in high school
Specific Expectations:
LS2.05X - demonstrate effective use of focus and memory strategies that improve concentration and retention of information
LS2.03X - demonstrate effective use of study and test preparation strategies in a variety of subjects and evaluate their impact on academic success
PK3.03X - demonstrate behaviours that reflect self-motivation (e.g., persistence in completing work they find difficult or boring, overcoming procrastination)
The teacher gathers information from Grade 9 teachers regarding any summative assessment (projects, assignments, tests) that is occurring in the next few weeks in other subject areas.
· Unit 1, Activity 5: study tips, note-taking skills, study log
· Unit 1, Activity 2: learning strengths
· Unit 2, Activity 2: dominant intelligences
1. Study Habits
Students:
· ·review and chart their progress to date on the Student Achievement Summary (Unit 3, Activity 2, Appendix A), noting term marks, complete and incomplete work, and their own and teacher comments regarding their work to date in each subject area. Students can gather data for completing this chart from their portfolios (study and time management skills), from materials collected from other subject areas (e.g., marked projects, assignments, tests, etc.), from personal reflections on group work, and from overall achievement to date;
· assess their study habits by completing a checklist with statements similar to:
I have a planned study time I review my notes before beginning an assignment. Y or N
I begin with the hardest assignment. Y or N
I take short breaks when I feel tired. Y or N
I hand in all work. Y or N
I pay attention to detail. Y or N
I have a “study buddy” when I need help or have missed a class. Y or N
I write down questions that I need to ask my teacher. Y or N etc.
· in triads, determine and list on chart paper, examples of study habits that work well and those that have caused them to be unsuccessful in the past, and discuss as a class;
· individually, create a list of habits in which they need to improve, use it as a daily checklist, and determine additional strategies for improving their study habits;
· individually, assess themselves in the areas of study, time, and project management, using a checklist or rating scale for each subject (e.g., I have improved, slightly improved, not improved), and determine what worked or didn’t work in each of their subjects, and what skills in these areas they need to improve to attain their ‘personal best’ in each subject area;
· individually, create an action plan for the next few weeks, and record it on the Student Achievement Summary (Unit 3, Activity 2, Appendix A);
· may choose, in consultation with their teacher adviser, to set or revise goals and action plans for these areas in their Annual Education Plans.
2. Learning and Memory
The teacher:
· introduces the concept of memory by giving students a few minutes to memorize a random group of written numbers and then asks those who did well to share how they did it. Discuss the memory strategies that students used to remember the numbers;
· has students review their learning style preferences and their dominant intelligences and determine if there is a correlation between their strategy for remembering and their preferred way of learning;
· assists students in exploring and practising a variety of memory strategies (e.g., mnemonics, visualization, highlighting, underlining, rewriting notes, reading out loud, categorization, repetition, rhyme, acronyms, abbreviations, keywords, mind mapping, etc.);
· gives students another series of things, ideas, words, or numbers to remember and has groups of students determine a way to remember based on the above strategies and their learning style/dominant intelligence.
3. Students:
· recall a time when they have learned something really well in school or outside of school, share this with a partner and discuss how they learned what they learned;
· are introduced to varied teaching and learning strategies such as direct instruction, independent reading, audio-visual presentations, demonstrations, group discussion, practice, application in other contexts… They discuss the implications of these strategies on their learning in school subjects.
4. Students:
· discuss the steps that they go through to learn something new (e.g., a math operation) and list these steps on a flow chart;
· explore the 6-Step Learning Process by relating the new learning (e.g., the math operation) to the following steps:
Connect the new learning to something that is already known. (‘hook’)
When listening to the coach/teacher, listen for the sentence or phrase that describes what it is that is to be learned. (statement of learning)
Follow the explanation or demonstration carefully. Do a self check to make sure that each step is understood. Ask questions if anything is unclear. (demonstration/modelling/explanation)
Practise the new learning sufficiently while the teacher or coach is available to give feedback. (guided practice)
Practise the process, learning, or skill independently. (independent practice)
Figure out situations in which this learning might be used next. (application and transfer)
· complete a chart (see sample: Unit 3, Activity 2, Appendix B) for something new that they learn in the next few days;
· use this process when learning something new, asking the teacher for help.
5. Students:
· over the course of the next week, apply some of the above strategies. Students may wish to work in triads to practise applying the strategies and keep track of each others’ successes;
· reflect on their application of the selected skills and strategies, and apply and reflect on selected strategies on an ongoing basis. They place evidence of application in the Application of Knowledge and Skills section of their portfolios.
6. Preparation for mid-term tests, assignments, projects
Students:
· create lists of mid term expectations (tests, assignments, and projects) in which they demonstrate what they know and are able to do for each subject area;
· sort the list into categories of ‘assessments’ such as essays and writing assignments, group and individual projects and assignments, tests and quizzes (true/false, multiple choice, short answer, essay);
· as a class or in groups, work through each of the categories and determine ways to prepare for and approaches to using each category of assessment.
Examples:
· Students may generate tips for true/ false and multiple choice tests.
· Students select a sample short-answer test (e.g., from a magazine on a non-school topic or one that students have created themselves), examine the verbs and determine the type of response required to answer the question.
· look at verbs as ‘directions for thinking’ and use graphic organizers to provide the ‘map’ (see Verbs: Directions for Thinking, Unit 3, Activity 2, Appendix B). They create additional graphic organizers based on the definitions provided for the verbs in the verbs chart (Verbs as “Directions for Thinking”, Unit 3, Activity 2, Appendix C) and the verbs used in their activities, assignments, projects, tests, and quizzes. They use these graphic organizers to help with their class and homework assignments
7. Students:
· form subject-based work groups to devise and use strategies to prepare for upcoming work;
· summarize, on a poster, the work covered and strategies used for the subject;
· consult with other subject groups as needed;
· read the tips generated by each group;
· individually, track day-to-day progress in the subject;
· individually, conference briefly and regularly with the teacher to maintain focus (Teacher can use a PQS conference format – praise, question, suggest.);
· in consultation with their teacher adviser, may set or revise goals and action plans for these areas in their Annual Education Plans.
1. LS2.05X, LS2.03X, PK3.03X
Students:
· as part of a subject based work group, use a chart similar to the one below to keep track of what they study/learn and to document key learning strategies that they use, and try to adhere to effective study and work habits both in class and at home;
|
DAILY TRACKER |
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NAME: |
TIME WORKED: DATE: |
PERSEVERANCE: EFFORT: |
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PROJECT/ASSIGNMENT/ STUDYING |
KEY LEARNING STRATEGIES USED |
COMPLETED (yes or no) |
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· conference regularly with the teacher who outlines brief suggestions on the ‘Daily Tracker.’ As they complete assignments, projects, and tests and receive feedback, students reflect on the success of their preparation and their use of memory, thinking, and learning strategies. Students use the Teacher Questions outlined in Appendix A, Unit 1, Activity 1 for this reflection. They place any assessment feedback (marks, comments, etc.) and the ‘Daily Tracker’ in their portfolios as evidence of applying thinking skills and learning and memory strategies. A rubric can be designed to assess the application of skills and strategies as well as behaviours that demonstrate motivation, e.g., perseverance, effort, task completion (summative; tool: rubric).
Bell, L.M., S. Ratcliffe, Suzanne Robicheau. Independent Learning. Toronto: OSSTF, 1989.
ISBN 0-920-930-43-3
Bellanca, J. Robyn Fogarty. Teach Them Thinking, Mental Menus for 24 Thinking Skills. Arlington Heights: IRI SkyLight Training and Publishing, 1986. ISBN 0-932935-03-6
Bellanca, J. and Robyn Fogarty. Patterns for Thinking, Patterns for Transfer. Arlington Heights: IRI SkyLight Training and Publishing, 1991. ISBN 0-932935-43-5
Black, H. and Sandra Parks. Book 1 Organizing Thinking. California: Critical Thinking Press and Software, 1992. ISBN 0-89455-354-0
Black, H. and Sandra Parks. Book 2 Organizing Thinking. California: Critical Thinking Press and Software, 1990. ISBN 0-89455-355-0
Brandt, Ron. Powerful Learning. Alexandria: Association for Supervision and Curriculum Development, 1998. ISBN 0-87120-305-7
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SUBJECT |
MARK (latest) |
COMMENTS ON
PROGRESS assignments/tests/projects:
time management,
study habits |
ACTION PLAN |
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