Course
Profile Leadership
and Peer Support, Grade 11, Open, Catholic
Unit 2: Interpersonal Knowledge and Skills
Time: 21 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7 | Activity 8
| Activity 9
Students
will demonstrate an understanding of positive and healthy interpersonal
relationships. Through group work and self-assessment activities they will
identify and reflect on the relationships in their lives. The unit also
provides the student with role-playing activities to allow for opportunities to
demonstrate conflict resolution skills. Oral presentations and group work
activities also will be used to have the student use communication skills and
demonstrate the skills required to work with others effectively.
The
student also will examine selected leadership styles and strategies and assess
how they affect group interactions. The student will participate in team
building activities which will allow him/her to demonstrate an understanding of
the theories and strategies related to leadership and group dynamics.
The
student will practise making community contacts by asking community members to
discuss diversity and social justice issues with the class. The student will
demonstrate an understanding of how community diversity and individual rights
and responsibilities affect leadership and peer support roles by presenting to
the class his/her conclusions on his/her research about social justice and
contemporary social problems.
In
conclusion, the focus of this unit is to give the student an understanding of
how he/she fits as a Christian leader and peer supporter in his/her diverse
community. This unit is designed so that the student has numerous opportunities
to adopt the life roles of discerning believer, effective communicator,
reflective and creative thinker, self-directed, responsible, life long learner,
collaborative contributor, caring family member, and responsible citizen.
|
Activity |
Time |
Expectations |
Assessment |
Focus |
|
1.
Positive Healthy Relationships |
420 min |
IKV.01,
IKV.03, PKV.01, PKV.02, IKI.01, IK1.02, IKI.03, IKI.04, IKI.05, IKI.06,
IK4.03, IK4.04, CGE1d, CGE1j, CGE3c, CGE4a, CGE4b, CGE4d, CGE4e, CGE4g,
CGE5a, CGE5c, CGE5e, CGE5f, CGE7c, CGE7e, CGE7f |
Application
Communication Knowledge/ Understanding Thinking/Inquiry |
Identify
and assess Role playing |
|
2.
Communication Skills |
300 min |
IKV.02,
PKV.04, PKV.05, IK2.01, IK2.02, IK2.03, IK2.04, CGE2a, CGE2b, CGE2c, CGE4c,
CGE4d, CGE4f, CGE5e |
Thinking/Inquiry
Application Communication Knowledge/ Understanding |
Note
taking |
|
3. Group Dynamics |
240 min |
IKV.01,
IKV.03, IK3.01, IK3.02, IK3.03, IK3.04, IK3.05, IK3.06, IK4.03, CGE1d, CGC1i,
CGE2a, CGE2b, CGE2c, CGE3b, CGE3e, CGE5a, CGE5c, CGC5f, CGE7e |
Thinking/Inquiry
Application Knowledge/ Understanding Communication |
Group
work Cooperative learning activities |
|
4. Connecting
with the community |
300 min |
IKV.01,
IKV.03, EOV.01, IKI.05, IK3.01, IK3.04, IK3.05, IK4.01, IK4.03, IK4.04,
IK4.05, PK2.03, EO2.02, CGE1d, CGE1h, CGE2c, CGE3e, CGE5a, CGC4a, CGC5a,
CGC5e, CGE7e, CGE7f, CGE7j |
Knowledge/
Understanding Thinking/Inquiry Communication |
Research |
Time: 140 minutes
The
student will gain an understanding of the components of a healthy positive
relationship by examining and assessing some of the relationships that exist in
his/her life. Through class discussion and group work the student will
understand the early signs of an abusive relationship. Relationships with
friends, parents or guardians, teachers, coaches, and employers will be
specifically examined.
Overall
Expectations
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
PKV.02 -
identify criteria for assessing the effectiveness of individuals in leadership
and peer support roles and use these criteria to assess their own leadership
and peer support capabilities.
Specific
Expectations
IK1.01 -
demonstrate an understanding of the characteristics of positive relationships
and of the early signs of an abusive relationship;
IK2.03 -
describe the elements of effective interpersonal relations (e.g., respect for
differences, flexibility, honesty, integrity) and demonstrate their use in
selected leadership and peer support roles in the school or community;
IK3.06 -
identify the types and sources of pressure on adolescents (e.g., peer pressure,
family tensions) describe the behaviours that may result, and identify
appropriate strategies to deal with pressure;
IK4.04 -
explain how power can be used positively or misused in work, family, and peer
contexts and identify strategies to deal with situations where power is misused
(e.g., gang aggression, child abuse, workplace harassment).
CGE1j -
recognizes that “sin, human weakness, conflict and forgiveness are part of the
human journey” and that the cross the ultimate sign of forgiveness is at the
heart of redemption (Witness to Faith);
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2b - reads, understands and uses written
materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE4e -
respects the rights, responsibilities and contributions of self and others;
CGE6a -
relates to family members in a loving, compassionate and respectful manner;
CGE7a -
acts morally and legally as a person formed in Catholic traditions.
·
Characteristics
of positive healthy relationships
·
The
teacher should try to contact someone from the community to be a guest speaker
about early signs of abusive relationships, e.g., school chaplain, local
priest, a lawyer, a counsellor from a women’s shelter or sexual assault crisis
centre, guidance counsellors, youth worker, etc.
·
The
teacher must be aware of the Catholic Church’s teachings on positive healthy
relationships.
·
The
website provided at the end of this activity has great resources on topics of
healthy relationships.
·
The
teacher needs to be sensitive to the fact that students in the class may have
been affected by abusive relationships. Awareness of support services which are
available will be important.
·
The
teacher should prepare a unit overview to hand out to the class at the
beginning of this activity.
1. The teacher will introduce this activity by
explaining that it will begin with the student examining interpersonal
relationships and then outline the components of the rest of the unit.
2. The teacher will ask students to list and
brainstorm as a class all the relationships that they know (e.g., friend to
friend, parent to child, teacher to student, sibling to sibling, cousin to
cousin, employer to employee, etc.). The teacher will ask the student to pick
three important relationships in his/her life and assess these relationships by
asking the student to list the likes and dislikes in these relationships.
Students will be asked to share their likes and dislikes with the class. The
teacher will stress that only students who are comfortable sharing with the
class need do so.
3. The teacher will have a discussion with the
class about the characteristics of positive and abusive relationships. The
class will produce a list of characteristics which students will copy into
their notebooks and be asked to reflect on throughout this activity, e.g.,
|
Characteristics of Positive
Relationships |
Characteristics of Abusive
Relationships |
|
·
Supporting each other |
·
Controlling one another |
|
·
Respecting each other |
·
Being disrespectful to one another |
|
·
Trusting each other |
·
Lying and manipulating one another |
|
·
Being loving and caring |
·
Hurting each other physically and/or psychologically |
4. If community resources are available, the
teacher may contact someone from a women’s shelter or a sexual assault crisis
centre, or their school chaplain or local priest to come and talk to the class
about early signs of abusive relationships.
5. The teacher will ask students to examine the
relationships in their lives and assess if they fall into the category of
positive or abusive. This assessment and reflection could occur in journal
form. Students will begin by looking at the relationships with their friends by
trying to design a “Perfect Friend.” Students will be given a sheet with a
silhouette of a male and female head. Students will be asked to write the
qualities of a perfect friend around the silhouette. The teacher will ask
students to share their qualities with the class and will produce a class list
of the qualities of a perfect friend. The teacher encourages the class to discuss
how they feel about the qualities that are being identified. Students will then
reflect on the qualities and circle the qualities that they possess and
highlight the qualities that they believe their own best friend possesses.
6. The teacher then will explain to students
that they will be performing the same type of process with other relationships.
The teacher will divide the class into four groups and each group will try to
identify the perfect qualities of a specific type of relationship. One group
will examine the relationship of parent and child, another the relationship of
student and teacher, another the relationship of student and coach, and another
the relationship of employee and employer. In groups, the teacher will ask
students to complete the following tasks:
(i) list all of the characteristics of a perfect parent, teacher, coach, or employer
(ii) circle the characteristics that your perfect parent, teacher, coach, or employer has
(iii) identify the top three characteristics that your group considers to be the most important
(iv) demonstrate how these top three qualities are used effectively in a leadership or peer support role by performing a role-play for the class. After each role-play the class will have a short discussion expressing their feelings about the presentation. This will be an opportunity for others in the class to provide input into the types of relationships that they were not working on.
7. The teacher will conclude this activity by
asking students to write a reflection paper explaining how they feel power can
be used positively or misused in a variety of relationships with family, at
work, and/or school with peer contexts and identifying strategies to deal with
situations where power is misused (e.g., gang aggression, child abuse,
workplace harassment).
·
The
rubric for Written Work may be used to assess students’ critical thinking and
application skills. (see Appendix F)
·
See
students’ IEPs for specific accommodations.
·
Provide
additional structure for the reflection paper or give more time to complete it.
·
The
student will be put into a group where he/she will find peer support.
Community
guest speakers
Canadian
Conference of Catholic Bishops. Catechism of The Catholic Church.
Publication Service, 1994. ISBN: 0-88997-281-8
St.
Mary’s Press
www.smp.org
Toner
Rizzo, Patricia. Relationships and Communication Activities. Just for
the Health of It! Health Curriculum Activities Library, The Centre For Applied
Research In Education, 1993.
ISBN 0-87628-847-6
“Youth
Updates” monthly articles from St. Anthony’s Messenger.
–
www.americancatholic.org
Appendix
F – Rubric for Written Work
Time: 140 minutes
Students
will work individually or with partners to complete inventory lists and have
discussions which will allow students to demonstrate an understanding of the
elements of good mental health. The student will identify the stressors and the
symptoms of stress in his/her life and will focus on the positive ways of
dealing with stress. The teacher will focus the discussion on the importance of
positive self-esteem to good mental health and the class will do a variety of
group activities in which the student will use feedback effectively and
appropriately to help others identify his/her strengths and areas needing
improvement.
Overall
Expectations
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
PKV.01 -
explain how their aspirations, competencies, talents, temperaments and
characteristics may affect their interaction with others.
Specific
Expectations
IK1.02 -
demonstrate an understanding of the elements of good mental health;
IK2.01 -
explain the benefits and pitfalls of expressing emotions and demonstrate
appropriate ways of managing their own emotions and responding to others’
expressions of emotions.
Ontario
Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2b -
reads, understands and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE4e -
respects the rights, responsibilities and contributions of self and others;
CGE4g -
examines and reflects on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities.
·
The
teacher should create a number of handouts for the student to complete the
activities.
·
The
teacher needs to create a sheet with example situations of factors that may
make the student feel uncomfortable. Some examples are provided in the teaching
and learning strategies.
·
The
teacher may need to research the symptoms of stress and prepare an information
sheet or overhead.
1. The teacher has a class discussion about the
different comfort zones that individuals have and the need to respect these
differences. The teacher should point out that some relationships may put
people out of their comfort zone and make them feel vulnerable. The teacher may
ask students to identify their own comfort zone by asking them to identify
things that make them feel uncomfortable and vulnerable and explain why this
occurs. The teacher may choose rather to give students a handout with examples
of specific situations and ask students to place a “Y” beside the situations
that they would feel comfortable doing, an “N” if the situation would cause a
little discomfort and an “X” if it takes students out of their comfort zone.
The teacher will ask students to add any other situations that take students
out of their comfort zone to the sheet provided. The following are sample
situations that can be used:
·
Introduce
yourself to a stranger
·
Try
out for a sports team
·
Audition
for a play
·
Tell
your friend that they have body odour
·
Sit
at a lunch table with people you do not know if no other seats are available
·
Break
up with a boyfriend or girlfriend
·
Make
a speech in front of the student body
·
Sell
items for a fund raiser
2. The teacher will conclude with the class that
some of these situations are very stressful and cause people to lose their
composure. The teacher also will discuss that it is important to identify the
stressors in order to learn how to lessen their effect. The teacher will ask
the class to work in pairs and identify what things cause them to lose their
composure. The teacher may choose to give out a handout using some of the
following factors. Students will be asked to place a check mark next to each
factor that causes them stress. Students are encouraged to add to the list any
other factors not mentioned.
|
·
being late |
·
not being prepared |
|
·
not enough time given |
·
not being believed |
|
·
your siblings’ demands |
·
no date for a dance |
|
·
family disagreements |
·
no money |
3. The teacher will provide the students with a
handout which identifies the symptoms of stress. It should include physical,
emotional, and behavioural symptoms. Students will be asked to check all of the
symptoms that have applied or currently apply to them. The teacher will ask
students to discuss this chart with a partner in the class and to answer the
following questions:
(i) Do
you and your partner have any similar symptoms of stress?
(ii) How
much stress do you believe you are currently under?
(iii) Discuss
ways that each of you could eliminate some of the stressors that cause these
symptoms.
4. The teacher will follow-up this activity with
a class discussion on healthy and unhealthy ways to deal with stress. One
healthy way would be to exercise and an unhealthy way would be to use drugs
and/or alcohol. The teacher will continue the class discussion by explaining
the importance of having positive self-esteem with regard to good mental
health, and will ask the class to identify things that make them feel good
about themselves and explain why they do these things.
5. The
teacher will ask students to pair up and interview each other. The focus of the
interview will be to find out positive characteristics about each other and
then to share with the class how your partner can use these positive
characteristics in a leadership and peer support role. The teacher will explain
to students that receiving and giving compliments can build a person’s
self-esteem. Students will practise giving and receiving compliments by doing
the following activity. Each student will put their name on a blank sheet and
then everyone in the class will write at least one positive comment on every,
or every other person’s sheet. The teacher will emphasize that only positive
comments must be used. When students return to their desks they will read the
positive comments about themselves. A class discussion should follow on how
this made everyone feel.
6. The teacher may want to close this activity
with a discussion on how to give sincere compliments and model for students.
One example would be to change your compliment from an “I” statement to a “you”
statement. Here is one example. “I really like your pink sweater” vs. “You have
made a very good choice in selecting that pink sweater; the colour suits you
well.” The teacher will explain that the last statement makes the compliment
focus on the person being complimented rather than the person doing the
complimenting and that will make the compliment more effective. The teacher
will ask students to always try to build up self-esteem in others in everything
that they do, but especially in leadership and peer support roles.
·
See
students’ IEPs for specific accommodations
·
The
student will be put into a group where they will find peer support
Toner
Rizzo, Patricia. Stress Management and Self-Esteem Activities. Just for
the Health of It! Health Curriculum Activities Library, The Centre For Applied
Research In Education, 1993.
ISBN 0-87628-874
The
community
“Youth
Updates” monthly articles from St. Anthony’s Messenger
www.americancatholic.org
Time: 140 minutes
Student
will describe a conflict resolution model and demonstrate its use to reduce
conflict and reach mutually agreeable solutions in a variety of role-playing
activities and games.
Overall
Expectations
PKV.01 -
explain how their aspirations, competencies, talents, temperaments, and
characteristics may affect their interactions with others;
PKV.02 -
identify criteria for assessing the effectiveness of individuals in leadership
and peer support roles and use these criteria to assess their own leadership
and peer support capabilities;
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
IKV.03 -
demonstrate an understanding of theories and strategies related to leadership
and group dynamics and use these to help individuals and diverse groups achieve
their goals.
Specific
Expectations
IKI.01 -
demonstrate an understanding of the characteristics of positive relationships
and of the early signs of an abusive relationship;
IKI.04 -
describe a conflict resolution model and demonstrate its use in a variety of
situations to reduce conflict and reach mutually agreeable solutions;
IK3.04 -
describe a variety of team-building strategies and explain how they facilitate
positive interaction and improve group and individual results;
IK4.03 -
identify how their rights and responsibilities and those of others influences
the ways they perform various leadership and peer support roles;
IK4.04 -
explain how power can be used positively or misused in work, family, and peer
contexts and identify strategies to deal with situations where power is misused
(e.g., gang aggression, child abuse, workplace harassment).
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes, and values founded in Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1j -
recognizes that “sin, human weakness, conflict and forgiveness are part of the
human journey” and that the cross, the ultimate sign of forgiveness is at the
heart of redemption (Witnesses to Faith);
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4b -
demonstrates flexibility and adaptability;
CGE4d -
responds to, manages and constructively influences change in a discerning
manner;
CGE5a -
works effectively as an interdependent team member;
CGE5e -
respects the rights, responsibilities and contributions of self and others;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals;
CGE7c -
seeks and grants forgiveness;
CGE7e -
witnesses to Catholic social teaching by promoting equality, democracy, and solidarity
for a just, peaceful and compassionate society;
CGE7j -
contributes to the common good.
·
The
teacher must be prepared to handle certain discussions with a sensitivity to
individual differences and rights, e.g., socio-economic level, gender, race,
religion, sexual orientation, etc.
·
The
teacher needs to purchase enough chocolate kisses for everyone in the class.
·
The
teacher should be familiar with a conflict resolution model to utilize with the
class in this unit; an example is provided in the teaching and learning
strategies.
1. The teacher will ask students to think of a
recent conflict he/she has experienced, and to answer the following questions.
(i) Who was involved in the conflict?
(ii) What was the conflict about?
(iii) How did you feel about the conflict?
(iv) How did you express yourself?
(v) How did the other party express him/herself?
(iv) Did you resolve the conflict? If so, how?
The teacher will ask students to
brainstorm ideas of how they believe people deal with conflict. The teacher
will write the list on the board and ask students to copy it into their notes.
The list should include these ways: avoid, compromise, collaborate, confront or
compete, and accommodate.
The teacher will ask students to pair up and discuss with a partner, a
personal situation in which one of the examples mentioned on their list was
used to deal with conflict. Students will be asked to assess if it was a
successful way to resolve the conflict.
2. The teacher will have a class discussion with
students on the steps involved in resolving conflict. The teacher will provide
the class with this information via an overhead, a note on the board, or a
handout. The steps to conflict resolution are:
(i) State the problem
(ii) Define the scope of the problem
(iii) Brainstorm possible solutions
(iv) Identify the consequences of each possible solution
(v) Choose a solution
The teacher will ask students to use the steps to conflict resolution in
a role-play situation. Students will be asked to work with a partner. The
teacher will provide the class with role-play situations or they can make up
their own. Some sample role-play situations are:
(i) Two students of different races confront each other by calling out racial slurs.
(ii) Your sister or brother borrowed an expensive sweater from you. When you planned to wear the sweater, it was not available and when it was returned you noticed a stain on the sweater.
(iii) A teacher confronts a student with an accusation that a research paper written by that student was plagiarized.
(iv) You have discovered that your boyfriend/girlfriend went on a date with one of your good friends.
(v) You want to go to a movie with your friend but your friend has his/her heart set on going ice skating and would like you to go with her/him.
The teacher will reinforce the idea of working towards a win-win
solution when possible. The teacher will ask the class to assess each role-play
for effective conflict resolution. The teacher will then ask students to
outline some possible conflict situations that they may encounter in leadership
or peer support roles and identify ways of resolving these conflicts by using
the conflict resolution model. If time allows, students may role-play these
situations.
·
Summative
evaluation by having the student analyse specific case studies and assessing
student knowledge and understanding of the conflict resolution model and the
ability of the student to apply this knowledge to specific case studies.
·
The
rubric for role-play may be used to assess student knowledge and application
skills.
·
See
students’ IEPs for specific accommodations.
·
The
student will be put into a group where he/she will find peer support.
·
The
student who is not comfortable role-playing may be the script writer or
videotape him/herself in a role-play.
Jackson, Tom and Patricia Rizzo Toner. Activities
That Teach 60 Hands-On Activities Covering Problem Solving, Values, Working
Together, Communication, Self Esteem, Goal Setting, Decision Making. Just
for the Health of It! Health Curriculum Activities Library, The Centre For
Applied Research In Education, 1993. ISBN 0-9664633-1-5
Toner
Rizzo, Patricia. Stress Management and Self-Esteem Activities. Just for
the Health of It! Health Curriculum Activities Library, The Centre For Applied
Research In Education, 1993. ISBN 0-87628-874
Appendix
C – Role-Play Rubric
Peer
and Family Influences
Time: 140 minutes
The
student will examine barriers that prevent individuals from being successful
and create imbalances in their lives and community (e.g., substance abuse,
poverty, and violence). The student will also examine the types of pressures
that may confront many adolescents, and strategies to deal with these pressures
effectively
Overall
Expectations
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
IKV.04 -
demonstrate an understanding of how community diversity and individual rights
and responsibilities affect leadership and peer support roles.
Specific
Expectations
IK1.02 -
demonstrate an understanding of the elements of good mental health;
IK1.05 -
define and explain concepts (e.g., bias, stereotyping, prejudice) and
contemporary social problems (e.g., substance abuse, poverty, violence) that
denote barriers to individual success, and identify strategies to address these
barriers;
IK1.06 -
identify the types and source of pressure on adolescents (e.g., peer pressure,
family tensions, media influence), describe the behaviours that may result, and
identify appropriate strategies to deal with pressure;
IK3.01 -
explain how cultural background may affect communication, interpersonal
relations, and leadership styles.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE3c -
thinks, reflectively and creatively to evaluate situations and solve problems;
CGE4h -
participates in leisure and fitness activities for a balanced and healthy
lifestyle;
CGE7f -
respects and affirms the diversity and interdependence of the worlds’ peoples
and cultures;
CGE7g -
respects and understands the history, cultural heritage and pluralism of
today’s contemporary society.
·
Review
Activity 1 for examples of positive relationships.
·
The
following resources will be required; magazines, scissors, glue, construction
paper, white paper, string, one coat hanger for each student, and cardboard.
·
The
teacher will need a copy of The Sneetches and Other Stories by Dr. Seuss
to read to the class for this activity.
1. The teacher will lead the class in a
discussion about bias, stereotyping, and prejudice, as well as social issues
such as poverty, violence, and substance abuse. Students will brainstorm ideas
as to how to deal with these issues and the types of problems created by them.
The teacher will provide the class with a note after the discussion. The
teacher may assign the definitions as a task for research.
2. The student will work individually on an
activity to demonstrate how substance abuse creates imbalance in his/her life.
The student will cut out from magazines pictures of activities in which he/she
likes to participate, and places he/she would like to visit. He/she will glue
these pictures onto a piece of construction paper so that both the picture and
construction paper are even. Next, the student will attach strings to the bottom
part of the coat hanger to make a mobile. The student will draw a poster a
little larger than his/her photos, showing some kind of drug (Students may
adapt this poster to be a picture of poverty, stereotyping, violence, or bias).
This should be drawn on white paper and glued to the cardboard. The student
will tie the poster to the end of the coat hanger so the mobile is off balance
and tilts towards the larger picture. After discussion they can remove the
larger poster from the mobile and mount it on the wall with an X through it.
This symbolizes the return to balance in one’s life when the negative influence
is removed.
3. When the activity has been completed the
teacher facilitates a discussion about the types of pictures students chose for
their mobile and how drugs (or stereotyping, bias, prejudice, etc.) create an
unbalanced life. The students will brainstorm possible solutions to create
balance in their lives or community.
4. The teacher reads the story “Sneetches” to
the class to demonstrate the pressure adolescents experience and how it affects
their behaviour. The class will brainstorm about the various groups that are
presented in the story and the teacher will provide a list of the groups as a
note.
5. The teacher will facilitate a discussion to
elicit responses from the class regarding the treatment of the various groups
and the lessons that were learned by each group in the story. The teacher also
may choose to discuss the story The Grinch Who Stole Christmas and
discuss the reasons why the Grinch was ostracized. The student will work in a
group setting and discuss the following issues: i) What groups are considered
in or out? ii) What happens in society when groups think they are better than
others? iii) How do people feel if they are labelled in or out? iv) Does the
student know anyone who was part of the in or out groups without naming
specific individuals? v) What role does the media or family play in developing
self image? A student in the group will act as a scribe and write down the
group’s responses; each of the group’s responses will be shared with the class.
6. Students will discuss current examples where
ostracism has led to a tragic consequence in a school as a result of bias,
status, prejudice, media influence, violence, or substance abuse, and how these
tragedies could have been avoided.
·
The
teacher may use the mobile rubric to assess students’ inquiry skills and
application of concepts. A sample rubric is provided in the appendix.
·
The
student will complete a quiz to assess the knowledge and understanding of the
various concepts and definitions introduced.
·
Groups
may be assigned based on learning strengths and weaknesses.
·
The
student may have his/her notes or test scribed.
·
Oral
testing or taped responses may be used, if indicated on the IEP
·
The
student may be challenged further to research a particular person who
experienced adversity due to prejudice, stereotyping, substance abuse, or
poverty. The student may also research the role of the media and its influence
on society’s views regarding these issues.
·
See
IEP for specific accommodation
Jackson,
Tom. More Activities That Teach Over 80 Hands-on Learning Activities for
Today That Make a Difference for Tomorrow. Just for the Health of It!
Health Curriculum Activities Library, The Centre for Applied Research in
Education, 1995.
Dr.
Seuss. The Sneetches and Other Stories. Random House
Dr.
Seuss. The Grinch Who Stole Christmas. Random House
Appendix
E – Collage/Poster/Mobile Rubric
Time: 280 minutes
The
student will identify the elements of effective communication and demonstrate
his/her skill in selected leadership and peer support roles. The student will
have the opportunity to practise effective listening skills and the use of
effective feedback when working with peers.
Overall
Expectations
IKV.02 -
demonstrate an understanding of and use theories and strategies related to
effective communication;
PKV.04 -
demonstrate an understanding of effective learning strategies for use in
tutoring and mentoring roles;
PKV.05 -
demonstrate an understanding of barriers to effective learning and of school
and community resources available to address these barriers.
Specific
Expectations
IK2.01 -
explain the benefits and pitfalls of expressing emotions and demonstrate
appropriate ways of managing their own emotions and responding to others’
expressions of emotions;
IK2.02 -
describe the elements of effective communication (e.g., active listening,
non-judgmental statements, paraphrasing) and demonstrate their use in selected
leadership and peer support roles in the school or community (e.g., tutoring,
mentoring, coaching, mediating, assisting with school or community projects);
IK2.03 -
use feedback effectively and appropriately to help others identify their
strengths and areas needing improvement;
IK2.04 -
demonstrate an understanding of how to respond appropriately to peers’
disclosures of serious personal matter (e.g., health problems, physical and
emotional abuse, family issues, harassment, substance abuse).
Ontario
Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2b -
reads, understands and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE4d -
responds to, manages and constructively influences change in a discerning
manner;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5e -
respects the rights, responsibilities and contributions of self and others.
·
The
teacher should prepare a list of “hot topics” on cue cards that will be used in
an active listening exercise.
·
Role-play
scenarios should be prepared on cue cards (see Teaching Learning Strategies).
·
Teacher
may wish to invite students who have tutored effectively in the past to attend
the seminar on tutoring and mentoring techniques. Experienced tutors/mentors
may share their leadership experiences with their peers. The teacher may have
to contact the student service department to identify the students who have
been effective peer tutors.
1. The teacher will break the class into diads
and give each pair a “hot topic” for discussion. (e.g., abortion, capital
punishment, superiority of males in sports over females, lowering the drinking
age, etc.) One partner will draw the topic and try to persuade the other person
to believe he/she is right about the topic (approx. 45 seconds.). The listener
must face the speaker and repeat by paraphrasing what the speaker has said. The
speaker must agree on what the partner has heard before the two switch roles.
After the diads have completed the exercise, the teacher will conduct a class
discussion on the process. Possible questions could include:
·
How
did you feel when you were unable to summarize the speaker’s remarks?
·
Did
it help your understanding of his/her point of view?
·
Was
communication enhanced in this process?
·
Would
using this process make conflict resolution easier or more difficult?
·
What
have you learned from this activity that you could apply as a student leader?
2. The teacher will lead a class discussion with
an opening question such as “Have you ever tried to talk to someone who you
knew was not listening to you? How did it make you feel? What can you do to let
someone know you are listening to them?” The teacher will list the following
ways to listen actively which students will copy into their notebook
·
lean
forward/nod
·
eye
contact
·
ask
questions
·
don’t
interrupt
·
give
verbal encouragement
·
agree
with the speaker
·
paraphrase
the speaker’s ideas
3. To
demonstrate an understanding of active listening techniques, the class will be
divided into two even groups and form two concentric circles (one inside the
other). The class should pair up and face each other. The teacher will explain
to the class that a topic will be called out and that one partner (inside
circle) will talk about it and then call out an active listening skill (e.g.,
ask questions) that the other partner (outside circle) will practise. Allow
35-45 seconds to talk and respond. Next have students in the inside circle move
one person to the left. The teacher will then call out the next topic that one
partner (the outside circle this time) will talk about, and a listening skill
that the other partner (the inside circle) will practise. Repeat as time
allows. The teacher will review active listening techniques and emphasize that
good listening skills are an essential quality of successful leaders and an
important aspect of good communication skills.
4. The teacher will create a variety of
role-play scenarios on cue cards. It is suggested that the role-play scenarios
be reflective of the peer support roles that student leaders are involved in.
In pairs, the student will role-play the characters paying particular attention
to effective communication skills by the student in the peer support role of
the role-play scenarios.
(a) Bill is a student who needs extra help in math. The teacher asks John (the peer tutor for the class) to work one-on-one with Bill in the library. On the way to the library Bill says to John, “The only reason you are helping me is because you get a credit for peer tutoring! You could care less about me!”
(b) Betty is a member of student council who worked very hard in the first semester but has faltered considerably early in semester two. Lately she has been missing meetings and rarely does her share of the work. Susan, a fellow student council member, feels it is not fair to the rest of the group that Betty is doing less and decides to confront Betty privately to discuss the issue.
(c) Patrick is a Grade 12 student who volunteers his time as a coach for the elementary basketball league. A parent of one of the players accuses Patrick of favouring the better players with more court time. The parents set up a meeting with Patrick and the Athletic Director to discuss Patrick’s coaching abilities and techniques.
(d) Phyllis, a grade 9 student confides to Samantha (a peer mentor) that her step-father has hit her on more then one occasion. Phyllis pleads with Samantha to keep her secret.
Upon completion of each role play the teacher
should lead a class discussion on the effective use of communication skills in
each scenario and the effectiveness of the student in the peer support role.
Possible discussion questions
(a) How effective was the student in the leadership role?
(b) What did you like or dislike in their responses?
(c) What would you have done differently?
(d) What other ways could the situation have been handled?
(e) Is there always a “right way” to handle every situation?
(f) Whom could either individual turn to for help?
Note: It is important that scenario d) be
given appropriate attention. Students must know that there are limits to peer
confidentiality when a person is in danger or may place another person in
danger.
5. The teacher will conduct a class seminar on
the effective use of peer tutoring and mentoring techniques
(a) Students will identify the qualities of a favourite teacher. What makes a good teacher? Students can refer to Activity 1 where qualities of a good teacher were identified.
(b) List responses on the board. Common answers will include: friendly, outgoing, positive outlook, caring, well organized, good discipline techniques, good motivator, and consistent witness to Gospel values.
(c) Are the traits of a good teacher learned or are they innate?
(d) The class will construct a list of strategies to help students in a peer support role to “learn” the qualities that make successful teachers and student leaders.
6. The
teacher will lead a large group discussion and outline on the board the skills
and strategies necessary to be effective in leadership and peer support roles.
The teacher will encourage students to brainstorm the methods that seem to work
in the classroom based on his/her personal experiences. The class as a whole
will construct a peer tutor “tip sheet” that outlines effective peer tutoring
techniques. The class will be expected to record effective tutoring experiences
on an ongoing basis using a journal.
·
An
oral communication rubric may be used to assess the student’s communication
skills in both the large and small group settings.
·
A
rubric for written work may be used to assess the student’s journal for
critical thinking and application skills.
·
See
students’ IEPs for specific accommodations.
·
Students
will be partnered with peers who can provide support for small group
activities.
·
The
teacher may provide additional structure for group work.
·
The
student may tape their journal entries if indicated on the IEP.
Canadian
Association of Student Activity Advisors. CASAA Leadership Handbook Lessons
for Students Resources for Advisors. Copyright 1998. Publication Rep. Dave
Conlon Glenview Park S.S 55 Mckay St. Cambridge, On N1R 4G6 fax (519) 621-5860
NASSP.
Leadership Lessons Lesson To Lead By 50 Lesson Plans for Teaching Leadership
Concepts and Skills. 1998. ISBN 0-88201-328-8
Appendix
B – Oral Communication Rubric
Appendix
F – Rubric for Written Work
Time: 70 minutes
The
purpose of this activity is to demonstrate various types of leadership styles
and the role that cultural background plays in influencing leadership styles
and interpersonal relations. This is a short activity to introduce the concept
that each individual has a unique leadership style. The activity then leads
into a discussion of cultural influences on the individual’s leadership style
and how it affects interpersonal relationships and roles within the group.
Overall
Expectations
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
IKV.03 -
demonstrate an understanding of theories and strategies related to leadership
and group dynamics and use these to help individuals and diverse groups achieve
their goals.
Specific
Expectations
PK2.02 -
identify and describe the leadership style that is best suited to their
personality profile;
PK3.01 -
identify the personal management skills and personal characteristics that are
needed to be effective in leadership and peer support roles;
IK3.01 -
explain how cultural background may affect communication, interpersonal
relations, and leadership styles;
IK3.02 -
demonstrate the skills required to help others define and achieve their goals
(e.g., action planning, coaching);
IK3.03 -
describe theories of group dynamics (e.g., theories describing stages of group
development, roles of group members) and produce an analysis of the dynamics of
groups in which they participate;
IK3.05 -
explain how selected leadership styles and strategies affect group interaction
and results;
IK4.03 -
identify how their rights and responsibilities and those of others influence
the ways they perform various leadership and peer support roles.
Ontario
Catholic School Graduate Expectations
CGE1i -
integrates faith with life;
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE2a -
reads, understands and uses written materials effectively;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society.
·
An
understanding of the terms autocratic, democratic, and laissez-faire
·
The
following materials will be required: balloons, toothpicks or straws, and
masking tape.
1. The teacher will ask students to put their
hands out in front of them and clasp them together. Students will then separate
their hands and then do this exercise again. The teacher will ask students to
notice which thumb is on top and point out to students that this is their
natural position. The teacher will ask students to clasp their hands together
again with the other thumb on top. Students will realize from this activity
that they have a natural tendency. The teacher will discuss with the class that
natural tendencies often influence the leadership styles that one exhibits. The
teacher facilitates a discussion asking students to compare how it felt to
switch positions. Students will be asked to reflect on why it was difficult to
clasp their hands in another way and why the process was not a natural one. The
key here is to develop an understanding of what influenced the manner in which
the student clasped their hands and how this can be related to the development
of different leadership styles.
2. The class will be divided into groups to
construct a structure using straws, balloons, toothpicks, etc., and masking
tape. Each group will be given a handout with the description of one specific
leadership style. The group will be given a specific time frame in which to
complete the construction task using the specific leadership style. Suggested
leadership styles: autocratic, laissez-faire, and democratic.) The teacher will
ask students to evaluate each leadership style by identifying and explaining which
type of leadership style they believed to be most effective and how each style
affected the members of each of the groups.
The teacher and the class will
produce a list of the characteristics of each of the leadership styles and will
identify when the specific styles are effective and when they are ineffective
(for example autocratic, laissez-faire, and democratic). Students to copy this
note into their notebook.
·
The
student may have his/her notes scribed or photocopied.
·
Groups
may be assigned based on their learning strengths and weakness.
·
See
individual IEPs for specific accommodations.
Canadian
Association of Student Activity Advisors. CASAA Leadership Handbook Lessons
for Students Resources for Advisors. Copyright 1998. Publication Rep. Dave
Conlon Glenview Park S.S 55 Mckay St. Cambridge, On N1R 4G6 fax (519) 621-5860
Time: 70 minutes
The main
focus of this activity is to help the student to develop an understanding of
what a team is and how it is developed. The student will also develop an
understanding of the order in which a group develops and how each of the
members’ contribution is important to the success of the group.
Overall
Expectations
IKV.03 -
demonstrate an understanding of theories and strategies related to leadership
and group dynamics and use these to help individuals and diverse groups achieve
their goals.
Specific
Expectations
IK3.03 -
describe theories of group dynamics (e.g., theories describing stages of group
development, roles of group members) and produce an analysis of the dynamics of
groups in which they participate;
IK3.04 -
describe a variety of team-building strategies and explain how they facilitate
positive interaction and improve group and individual results;
IK3.06 -
identify skills of effective leadership (e.g., building consensus, identifying
and using strengths of group members) and demonstrate their use in classroom
groups and in planning school or community events.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
When
discussing students’ lists of qualities that make up a team it is important to
note the similarities between the various group lists since recurring items are
usually essential to the notion of a team.
·
Materials
required: felt tip marker for each group, chart paper and masking tape.
1. The teacher will divide the class into
groups. Each group is given a marker and a piece of chart paper. One student is
chosen to act as a scribe. The group will be given 10-15 minutes to brainstorm
a list of things that they consider are qualities that characterize a group of
people as a team. The characteristics are written on chart paper and put up on
the wall for discussion. A spokesperson for each team explains the items that
the team has listed. The teacher facilitates a discussion with the class to
prioritize the list. The class produces a new list when a consensus has been
reached. The teacher will have a discussion with the class about what happens
to group teamwork when some of the qualities listed are not present. The class
is given a copy of the list of elements of a group.
2. As a practical application of the exercise
the student who is active in leadership and peer support roles will chair a
meeting of his/her leadership group and facilitate the development of a
leadership contract which incorporates teamwork. This contract will be signed
by all team members and posted in a common work place. This contract may evolve
and/or change.
·
Formative
assessment of the contract may be done by using the Rubric for Written Work
which is provided in Appendix F. This may be used to assess students’
understanding and application skills.
·
Peer
and self-assessment of the development of the contract may be used to assess students’
communication, inquiry, and application skills.
·
The
student may be paired within a group to complement the student’s skills and
learning styles.
·
The
student may be challenged to research Maslow’s Hierarchy of Needs and how
individual needs are met within a group.
·
See
students’ IEPs for specific accommodations.
Canadian
Association of Student Activity Advisor. CASAA Leadership Handbook Lessons
for
Students
Resources for Advisors. Copyright 1998.
Appendix
F – Rubric for Written Work
Time: 70 minutes
Students
will develop an understanding of the difficulties of a group arriving at a
consensus. Students will become aware of the individual influences of group members
in arriving at a consensus and how various experiences and cultural backgrounds
can influence decisions.
Overall
Expectations
IKV.03 -
demonstrate an understanding of theories and strategies related to leadership and
group dynamics and use these to help individuals and diverse groups achieve
their goals.
Specific
Expectations
IK3.01 - explain how cultural background may
affect communication, interpersonal relations, and leadership styles;
IK3.06 -
identify skills of effective leadership (e.g., building consensus, identifying
and using strengths of group members) and demonstrate their use in classroom
groups and in planning school or community events.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
The
teacher will need to provide a handout for each student with a list of twenty
professions and a column for the student to check for individual ranking of the
profession and a column for group ranking of the profession.
1. Each student classifies the twenty
professions according to how they view its prestige, from 1-20 (most
prestigious to least prestigious), e.g., doctor, priest, truck driver, teacher,
waitress, athlete, computer programmer, secretary, lawyer, custodian, athletic
coach, Rabbi, stay at home parent, etc. The class is divided into groups to
discuss the rankings and try to arrive at a consensus on a classification that
everyone can agree on. The teacher facilitates a discussion to examine the
individual influences exercised by each person in the group and its impact on
the final decision. The teacher will ask students to indicate how his/her
cultural background influenced his/her decisions. The class will evaluate why
or why not a consensus was achieved.
2. Journal: (Homework) From this activity
explain why it is sometimes important as a group to come to a consensus on an
issue. Do you think your group was successful in arriving at a consensus in
your classroom activity? Why or why not? Explain how not arriving at a
consensus could affect the planning of an activity or event that your group may
be responsible for organizing.
·
Assess
the journal for knowledge and understanding and communication skills using the
Rubric for Written Work.
The
student may record the journal entries on tape if indicated on the IEP
See
students’ IEP for specific accommodations.
Canadian
Association of Student Activity Advisors. CASAA Leadership Handbook Lessons
for Students Resources for Advisors. Copyright 1993.
Appendix
F – Rubric for Written Work
Time: 210 minutes
Students
will focus on the subject of diversity. Students will describe the dimensions
of diversity within the community and gain an understanding of the value of
diversity and why diversity in some cases could divide the community. Students
will have the opportunity to investigate the profile of his/her school and in
doing so better understand the diversity that exists in the school community.
Overall
Expectations
IKV.04 -
demonstrate an understanding of how community diversity and individual rights
and responsibilities affect leadership and peer support roles;
IKV.01 -
demonstrate an understanding of and use theories and strategies related to
positive and healthy interpersonal relationships;
IKV.03 -
demonstrate an understanding of theories and strategies related to leadership
and group dynamics and use these to help individuals and diverse groups achieve
their goals;
EOV.01 -
demonstrate the effective use of data-gathering techniques and print,
electronic, and human resources to identify leadership and peer support
opportunities in the school and the community.
Specific
Expectations
IK4.02 -
describe their rights and responsibilities as a part of a community whose
members come from diverse backgrounds;
IK4.01 -
describe the dimensions of diversity within their community (e.g., gender,
culture, race, ability, age, religion, socio-economic level) and identify the
value of diversity as well as the challenges it poses;
IK4.03 -
identify how their rights and responsibilities and those of others influences
the ways they perform various leadership and peer support roles;
IK4.04 -
demonstrate on understanding of how community diversity and individual rights
and responsibilities affect leadership and peer support roles;
IK4.05 -
describe the causes and costs to individuals, families, and communities of
discrimination, harassment, violence, and poverty, using appropriate
documentation and statistical information;
IK3.01 -
describe theories of group dynamics (e.g., theories describing stages of group
development, roles of group members) and produce an analysis of the dynamics of
groups in which they participate;
IK3.04 -
describe a variety of team-building strategies and explain how they facilitate
positive interaction and improve group and individual results;
IK1.05 -
define and explain concepts (e.g., bias, stereotyping, prejudice) and
contemporary social problems (e.g., substance abuse, poverty, violence) that
denote barriers to individual success and identify strategies to address these
barriers;
PK2.03 -
explain how a variety of factors (e.g., culture, family background, personal
experiences, the media) have influenced their motivation and skills related to
support and leadership roles;
EO2.02 -
demonstrate the ability to design and use a needs assessment questionnaire to
identify the types of support needed in their school.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1h -
respects the faith traditions, world religions and the life-journeys of all
people of good will;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE5a - works effectively as an interdependent
team member;
CGE5e -
respects the rights, responsibilities and contributions of self and others;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just peaceful and compassionate society;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE7j -
contributes to the common good.
·
Library/Resource
Centre research skills
·
Computer
skills
·
The
teacher must be prepared to handle certain discussions with a sensitivity to
individual differences and rights, e.g., socio-economic level, gender, race,
religion, sexual orientation, learning disabilities, etc.
·
The
teacher may wish to discuss a video or movie of someone who has overcome the
obstacles or barriers that sometimes result from cultural diversity.
·
The
teacher should be familiar with the cultural make-up of the class and encourage
students to access guest speakers from a variety of culturally diverse
backgrounds.
·
The
teacher should book the Library/Resource Centre or computer lab and work
closely with the library staff during the research project.
·
Magazines
and newspapers should be available for the collage exercise.
·
The
teacher should have sample copies of well-written questionnaires for the
Diversity Survey exercise.
·
The
teacher needs to have a class supply of lollipops of a variety of shapes,
sizes, and colours.
1. The teacher will print the letters spelling
DIVERSITY on the board. Divide the class into groups of 2-5 participants and ask
them to think of and write down as many words as possible for each letter that
would help to define the concept of diversity. When the time is up, have each
group share the words for each letter and record these words using a flip
chart. Encourage the class to question each other’s responses and summarize by
pointing out the variety of words used to define diversity, and that diversity
is much more than race and gender. As an extension to the above activity, the
student will create a collage that represents the concept of diversity.
Encourage and challenge the student to go beyond race and gender in his/her
collage to represent a broader understanding of the term, diversity, e.g.,
religion, music, language, interest, culture, etc.
2. After discussing with the class the concept
of diversity the following exercise promotes the concept of pluralism and that
people belong to many groups simultaneously. The teacher will call out the name
of a group to which students can identify. Students respond by raising their
hand. The rest of the students will applaud. Examples of groups to be called:
only child, visited another country, pierced ears, etc. Be creative with the
categories and allow students to make up categories as well. After the last set
of categories has been called out the teacher should ask the class the
following questions:
·
What
did this exercise show?
·
Would
the exercise have been different if the categories were ethnicity, religion or
geographical background?
Students will reach the conclusion that although
each of us is unique, we also have many similarities and each one of us is a
valuable part of the whole.
3. The
following activity illustrates the basic sameness of people despite the
diversity that exists in the school community. The teacher will instruct
students to sit in a circle. The teacher will have a large variety of coloured
lollipops available. The teacher will “physically disable” some lollipops by
bending the stick. The teacher will instruct students to hold the lollipop from
the bottom of the stick. Students will be asked to check out each lollipop by
passing them around the circle commenting on the similarities and differences.
Students will be asked to make as many observations as possible about the
lollipops, and to decide the differences that were noticed.
Answers will include size, shape, colour, condition (bent), etc.
Students will see that the differences can be applied to humans as well. The
teacher will continue the discussion by asking the questions: What is the best
part of the lollipop? Students will suggest that the centre is the best. The
class discussion should then focus on the fact that the “centre” is where all
of the different lollipops are the same. The teacher will continue the
discussion with the following questions:
(i) How do we get past the wrapping, colour, and shape in our relationships with others?
(ii) What does getting to the centre of a person mean?
(iii) How are we all the same in the centre?
(iv) Why are people with disabilities treated differently?
(v) Is prejudice learned or genetic?
(vi) Why does it seem skin tones are more divisive than eye colour?
(vii) Why must leaders get past the wrapping?
(viii) How can you apply your experience from this activity to your role as a student leader?
4. The teacher may wish to introduce the terms:
exceptional student, learning disability, and intellectual exceptionality. The
teacher will explain how these terms are related to the diversity of the
student population. Peer tutors and peer mentors may work with some exceptional
students and this is an excellent opportunity to introduce this information to
them.
5. The teacher will assign the following
individual project. Students will be asked to research the life of an
individual who has overcome one of the barriers that may result from diversity
(gender, racism, religion, socio-economic status, etc.) Generate a list of
possible candidates with the class, e.g., Gandhi, Jesus, Craig Kilberger, a
saint, Casey Martin (handicapped golf professional), Oprah Winfrey, Pope John Paul,
Michael Jordan, Martin Luther King, Erin Brokavich, etc. Students will need at
least one class period to do the necessary research for the completion of this
assignment. The teacher should predetermine the nature of the final product,
e.g., one-page essay, an oral presentation, or a bristol board display.
6. Students will brainstorm a list of all the
differences we enjoy as humans. The teacher will list all of the responses on
the board (e.g., sex, religion, language, brothers/sisters, favourite subjects,
sports, music). In groups of three to four students a diversity survey will be
created using the categories the group feels will create a good profile of the
student body. A copy of a sample diversity survey is included in the Appendix
D. The teacher should closely monitor the appropriateness of the questions
contained in the survey. It would be helpful if examples of effective surveys
were available. Each group could present the survey to the class. The class as
a whole could be asked to combine the best qualities and questions from all of
the surveys and construct the “best of the best” diversity survey. This survey
could then be administered to a volunteer sample of the student population and
the class could analyse the results and compile a profile of the school
community’s diversity. This information can be used to assess school needs for
peer support and leadership roles.
7. The teacher may choose to have the class
discuss a clip of a movie that illustrates the concepts of diversity,
discrimination, the power of a positive attitude, and team building through
hard work. The movie can serve as a starting point for discussion on the above
topics of diversity, discrimination, etc.
8. The
teacher will lead a class discussion outlining the effective protocol for
bringing a guest speaker into their school. Students will be asked to invite a
person to speak to the class on the subject of diversity. The class is
encouraged to contact speakers from a wide variety of cultural backgrounds. The
teacher will determine if the students will do this activity individually or in
groups. Students will be given a list of possible topics to be given to a guest
speaker. The list may include cultural traditions, religious beliefs, holidays,
and celebrations.
·
Formative
assessment of the research project may occur by using the Rubric for Written
Work to assess students’ knowledge, understanding, thinking, communication, and
application skills.
·
The
Collage Rubric may be used to assess students’ knowledge, understanding,
communication, and application skills.
·
The
Oral Communication Rubric may be used to assess communication skills in class
discussions and group work.
·
The
teacher may pair students to provide peer support
·
See
students’ IEPs for specific accommodations
·
The
teacher may provide additional structure for the research project
Canadian
Association of Student Activity Advisors. CASAA Leadership Handbook Lessons
for Students Resources for Advisors. Copyright 1998. Publication Rep. Dave
Conlon Glenview Park S.S 55 Mckay St. Cambridge, On N1R 4G6 fax (519) 621-5860
NASSP.
Leadership Lessons Lesson to Lead by 50 Lesson Plans for Teaching Leadership
Concepts and Skills. 1998. ISBN 0-88201-328-8
Stand
and Deliver. 1998,
video.
Community
guest speakers
Appendix
D – Sample Diversity Survey
Appendix
B – Oral Communication Rubric
Appendix
E – Collage Rubric
Instructions
This
rubric may be used to assess student’s communication in both large and small
group discussions. The teacher may wish to place the student’s name and date at
the top of the checklist and identify an achievement level in the grid below.
Over time, a pattern of each student’s skill in oral communication will emerge.
It is not necessary to assess every student every time. The teacher may
predetermine whom he/she will be assessing in a given activity. No more than
five students at a given time is recommended.
Student
Name: ____________________ Date:
______________
Checklist
|
1.
Communicates information, ideas, experiences |
|
|
|
|
|
2. Uses
effective language |
|
|
|
|
|
3.
Listens actively |
|
|
|
|
|
4.
Participates |
|
|
|
|
|
Achievement Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication |
||||
|
Communicates
information, ideas, experiences |
- with
limited clarity |
- with
some clarity |
- with
considerable clarity |
- with
a high degree of clarity and confidence |
|
Uses
effective language |
- uses
effective language rarely |
-
sometimes |
- most
of the time |
-
always |
|
Listens
actively |
-
rarely listens actively |
-
listens actively some of the time |
-
listens actively most of the time |
-
listens actively all of the time |
|
Participates |
-
limited participation |
- some
participation |
-
considerable participation |
-
constant participation |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Instructions
This
rubric may be used to assess student’s knowledge, communication, and
application skills. The teacher may wish to place the students’ name and date at
the top and identify an achievement level on the grid below. It is not
necessary to assess every student every time. The teacher may predetermine whom
he/she will assess in a given role-play activity.
Name:
_________________________ Date:
______________________
Topic:
_____________________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
-
student presented limited knowledge in their presentation |
- some
knowledge of facts/issues were presented |
-
considerable knowledge of issues/facts were presented |
-
thorough knowledge of facts/issues were presented |
|
Communication
(Oral) |
-
student communicated with limited effectiveness |
-
student communicated with some effectiveness |
-
student communicated with considerable effectiveness |
-
student communicated with a great deal of effectiveness |
|
Communication (Visual) e.g.,
Costume/props |
-
visuals were used with limited effectiveness |
-
visuals were used with some effectiveness |
-
visuals were used with considerable effectiveness |
-
visuals were used in an effective manner which greatly enhanced the role |
|
Application |
- role
was portrayed with limited believability |
- role
was portrayed in a somewhat believable manner |
- role
was portrayed in a believable manner |
- role
was portrayed in a highly believable manner |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
|
1. I am o male o female |
|
2. I am o student o non-student |
|
3. I am o from 12-15 o from 16-19 o in the 20s o in the 30s o 40 or older |
|
4. I am o tall o average o short |
|
5. I am o overweight o average weight o underweight |
|
6. In order to see well I o need glasses o do not need glasses |
|
7. I have o blonde hair o black hair o other o brown hair o red hair |
|
8. I am o right-handed o left-handed |
|
9. I like to listen to o Rock o Country o Metal o R&B o Easy Listening o All kinds |
|
10. I have a o dog o cat o fish o bird o no pets o all kinds |
|
11. Sibling ranking o only child o middle child o youngest child o oldest child |
|
12. Language skills o Speak English only o Bilingual o English as a second language |
|
13. I am o shy o outgoing o social |
|
14. My religious affiliation is o Muslim o Jewish o Buddhist o Hindu o Christian |
|
15. I am active in clubs or organizations o one o two o more than two o none |
|
16. I am living with o both birth parents o one step parent and one birth
parent |
|
17. Brothers o one o two o three o more o none |
|
18. Step-Brothers o one o two o three o more o none |
|
19. Sisters o one o two o three o more o none |
|
20. Step-Sisters o one o two o three o more o none |
|
21. I have a strong cultural identity with my
ancestral culture o no o yes |
|
22. My cultural background is _________________________________________________________ |
|
23. I keep the traditions of my ancestral
culture o yes o no |
|
24. Those traditions are important to me o yes o no |
|
25. We speak a language other than English in
our home o no o yes |
|
26. I am o first generation Canadian o second generation Canadian |
|
27. My athletic ability is o very good o average o not very good o not existent |
|
28. I exercise every day o yes o no |
|
29. I enjoy participating in organized sports o yes o no |
|
30. I am physically challenged o yes o no |
|
31. Our family income is o above average o average o below average |
|
32. I have a job o yes o no |
|
33. I am a o sculptor o painter/sketch artist o potter o combination of fine art
disciplines |
|
34. I learn best by o listening o seeing o doing |
|
35. Getting good grades is o easy o difficult o fairly easy o fairly hard o impossible |
|
36. Reading o I enjoy it and do it a lot o I enjoy it and do it a little o I don’t enjoy it |
|
37. My favourite kind of classroom experience is o listening to lectures o working in groups |
|
38. I am creative o yes o no |
|
39. I am good in math o yes o no |
|
40. I learn foreign languages easily o yes o no |
|
41. I am good at taking tests o yes o no |
|
42. I intend to go on for more formal education
after high school o yes o no |
|
43. I am well informed about other cultures in
this country o yes o no |
|
44. I complete and turn in all my homework
assignments o yes o no |
Instructions:
This
rubric may be used to assess the student’s, knowledge and understanding,
thinking, communication, and application skills. The teacher may wish to assess
the student, have the student do a self-assessment, or have a student peer do
the assessment.
Topic:
____________________________ Student’s
Name: ____________________________
Evaluator:
Teacher: ______________________ Peer:
_________________ Self: ___________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding ·
Were key facts and terms included in the completed task? |
-
completed tasks demonstrated limited understanding of facts and terms |
-
completed task demonstrated some understanding of facts and terms |
-
completed task demonstrated considerable understanding of facts and terms |
-
completed task demonstrated thorough understanding of facts and terms |
|
Thinking/Inquiry ·
Has the student thought about and completed the task in a creative
manner? |
-
creative thinking skills have been utilized with limited effectiveness |
-
creative thinking skills have been utilized with moderate effectiveness |
-
creative thinking skills have been utilized with considerable effectiveness |
-
creative thinking skills have been utilized with a high degree of
effectiveness |
|
Communication ·
Were a title, symbols, visuals, and colour employed accurately and
effectively? ·
Did the visual material accurately depict the theme? |
- a
title, symbols, visuals, and colour have been employed with limited accuracy
and effectiveness -
visual material depicted the theme with limited accuracy |
- a
title, symbols, visuals, and colour have been employed, with some accuracy
and effectiveness -
visual material depicted the theme with moderate accuracy |
- a
title, symbols, visuals, and colour have been employed with considerable
accuracy and effectiveness -
visual material depicted the theme with considerable accuracy |
- a
title, symbols, visuals, and colour have been employed in a highly accurate
and effective manner -
visual material depicted the theme in a thoroughly accurate manner |
|
Application ·
Were concepts from prior work transferred to this new task? |
-
student has displayed limited ability in transferring concepts to a new
context |
-
student has displayed moderate ability in transferring concepts to a new
context |
-
student has displayed considerable ability in transferring concepts to a new
context |
-
student has displayed a great degree of ability in transferring concepts to a
new context |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Appendix F
This
rubric may be used to assess the student’s knowledge and understanding of key
concepts and the relationships between concepts. It may be also used to assess
thinking and inquiry, communication, and application skills. Over time a
pattern for each student’s skills, and knowledge and understanding will emerge.
Name:
________________________ Date:
___________________
|
Achievement Category |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding ·
Understanding of concepts related to reflection topic ·
Understanding of relationships between concepts related to the
reflection topic and others taught |
-
demonstrates limited understanding of concepts -
demonstrates limited understanding of relationships between concepts |
-
demonstrates some understanding of concepts -
demonstrates some understanding of relationships between concepts |
-
demonstrates considerable understanding of concepts -
demonstrates considerable understanding of relationships between concepts |
-
demonstrates thorough and insightful understanding of concepts -
demonstrates thorough and insightful understanding of relationships between
concepts |
|
Thinking/Inquiry ·
Uses critical and creative thinking skills to reflect ·
Uses inquiry skills to reflect |
- uses
critical and creative thinking skills with limited effectiveness -
applies few of the skills involved in an inquiry process |
- uses
critical and creative thinking skills with moderate effectiveness -
applies some of the skills involved in the inquiry process |
- uses
critical and creative thinking skills with considerable effectiveness -
applies most of the skills involved in the inquiry process |
- uses
critical and creative thinking skills with a high degree of effectiveness -
applies all or most all of the skills involved in the inquiry process |
|
Communication ·
Communication of ideas and experiences |
-
communicates information, ideas, and experiences with limited clarity |
-
communicates information, ideas, and experiences with some clarity |
-
communicates information, ideas, and experiences with considerable clarity |
-
communicates information, ideas, and experiences with a high degrees of
clarity and confidence |
|
Application ·
Transfers ideas to new contexts |
-
transfers ideas and skills to new contexts with limited effectiveness |
-
transfers ideas and skills to new contexts with moderate effectiveness |
-
transfers ideas and skills to new contexts with considerable effectiveness |
-
transfers ideas and skills to new contexts with a high degree of
effectiveness |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.