Course
Profile Learning Strategies
1: Skills for Success in Secondary
School, Grade 9 open, Public
Course
Overview
Course Profiles are
professional development materials designed to help teachers implement the new Grade
9 secondary school curriculum. These materials were created by writing
partnerships of school boards and subject associations. The development of
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Acknowledgments
Public District School Board
Writing Team - Learning Strategies 1, Guidance and Career Education
Lead Board
Halton District School Board
Anne Clifton, Co Manager
Course Profile Writing Team
Anne Clifton, Co Manager, Halton District School Board
Shirley Kellestine, Co Manager, Peel District School
Board
Pat Lewis, Peel District School Board
Pat Comley, Toronto District School Board
Ted Blackbourn, Peel District School Board
Rodger Harp, Kawartha Pine Ridge District School Board
Ron Petker, Waterloo Region District School Board
Course Overview
Learning Strategies 1: Skills for Success in Secondary School, Open, Grade 9
School:
Department: Guidance and Career Education
District:
Course Title: Learning Strategies 1: Skills for Success in Secondary School
Grade: Nine
Course Type: Open
Development Date: April 1999
Ministry Course Code: GLS10
GLE10
(Special Education)
Credit Value: 1.0
Secondary Policy Document: Guidance
and Career Education, 1999
Description/Rationale:
This course explores learning
strategies and helps students become better, more independent learners while
increasing their personal management skills, both in school and in other
contexts. Students will learn how to develop and apply a range of strategies to
improve their learning and achievement, particularly their literacy, numeracy,
communication, and planning skills. This course will increase students
confidence, motivation, and ability to learn.
Unit Titles
|
Sequence |
Unit Title |
Time |
|
Unit 1 |
Preparing for Learning |
23 hours |
|
Unit 2 |
Me! As a Learner |
21 hours |
|
Unit 3 |
Extending and Expanding My Learning |
34 hours |
|
Unit 4 |
Focussing My Learning for the Future |
21 hours |
|
Unit 5 |
Sharing My Learning |
11 hours |
OSS Policy Applications
Choices Into Action, Guidance and Career Education Policy, 1999
Ontario Secondary Schools, 1999
Course Evaluation
Indicators of the effectiveness of Learning Strategies 1 include students' growth and development in the strands/areas of learning of the course as well as the development of a positive approach and positive attitude towards learning. This information can be gathered through surveys (parents, teachers, students), anecdotal information provided by teachers and by accessing student academic records.
Unit Organization
Unit # 1: Preparing for Learning
Time: 23
hours
Description: In
this unit, students will develop a personal profile of their competencies and interests.
Having investigated their learning preferences by completing a variety of
inventories, students will be aware of their areas of strength and of the need
to accommodate their learning challenges. Students will define success as the
achievement of personal goals and then investigate and begin to apply the
personal management skills and habits critical to success in high school.
Strand(s): Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge
and Management Skills
Overall Expectations: LSV.01X, LSV.02X,
PKV.01X, PKV.02X, PKV.03X, IKV.01X, IKV.02X
Specific Expectations: LS2.01X, LS1.02X, LS2.01X, LS2.02X, PK1.01X,
PK1.05X, PK2.01X, PK2.02X, PK2.03X, PK2.04X, IK1.01X, IK1.02X, IK1.03X,
IK1.04X, 1K1.06X, LS2.03X, LS2.04X
Unit # 2: Me! As A Learner
Time: 21
hours
Description: In
this unit, students will begin the development of a portfolio that documents
their learning in the areas of learning skills, personal management knowledge and
skills and interpersonal knowledge and skills. Students will continue to update
their personal profile and make plans for future growth. They will use the
inquiry model to investigate a school or community based activity that is of
potential interest to them. Results of the inquiry will be shared through small
group presentations. Literacy skills will be further developed in a written
report on the research.
Strand(s): Learning Skills, Personal Knowledge and Management Skills and
Interpersonal
Knowledge and Skills
Overall Expectations: LSV.01X, LSV.02X, LSV.03X, PKV.01X, PKV.02X,
PKV.04X, PKV.05X, IKV.02X, IKV.04X.
Specific Expectations: LS1.01X, LS2.01X, LS2.02X, LS3.05X, LS2.07X, IK2.04,
PK1.02X, PK1.03X, PK1.04X, PK2.04X, LS1.03X, IK1.04X
Unit # 3: Extending/Expanding My Learning
Time: 20
hours
Description: In
this unit, students will extend their learning beyond the classroom to the
school and community to develop their skills in a variety of areas. Students
will have the opportunity to job shadow, volunteer, investigate their interests
and become involved in a variety of school and community activities. Students
will track their growth in their portfolio and explore opportunities to apply
their skills and knowledge in different contexts. Students will 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
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
Unit # 4: Focusing
my Learning for the Future
Time: 30
hours
Description: Students
will identify future goals and develop an action plan outlining the necessary
skills and knowledge required for achievement. Students will gain understanding
of the types of secondary school courses and the destinations for which they
are appropriate. They will identify and investigate resources that need to be
accessed in view of their current achievement. Students will continue to refine
their learning skills and strategies and the communication skills necessary to
access information and assistance as they pursue their goals.
Strand(s): Learning Skills, Interpersonal Knowledge and Skills
Overall Expectations: LSV.03X, LSV.04X,
IKV.02X, IKV.03X
Specific Expectations: LS2.02X, LS2.06X, LS2.07X,LS3.01X, LS3.03X, LS3.04X,
PK3.04X, PK3.05X, IK2.03X,
LS3.02X, PK3.03X, LS3.06X, LS3.07X
Unit # 5: Sharing My Learning
Time: 16
hours
Description: In
this unit, students will create a summary of what they have learned in all
aspects of the course as well as the contexts in which it has been applied. As a
culminating activity, students will design an exhibition or presentation of
this learning for peers and / or parents. Part of the presentation will deal
with next steps and plans for continued learning. Students will determine what
contributions they have made to the class, school and community and outline
potential future areas of interest and involvement.
Strand(s): Learning Skills, Interpersonal Knowledge and Skills
Overall Expectations: LSV.01X, LSV.03X, IKV.02X, IKV.04X
Specific Expectations: LS1.01X, LS2.02X, LS2.07X, IK2.05X
Accommodations:
The following considerations
apply to each of the units in this course.
1. Any student or group of students may require accommodations in
response to specific needs at different times and in varied circumstances.
2. Appropriate accommodations should be part of the planning of each
unit activity in terms of the particular students in the class and their
specific needs.
3. Instructional and assessment activities must take into account the
strengths, needs, learning expectations and accommodations as identified in the
Individual Education Plan whether students are formally identified or not.
(Regulation181/98)
4. Accommodations to curriculum, instruction, assessment and
evaluation may include but are not limited to:
Simplified tasks and activities
Expanded expectations and opportunities for enrichment
More time for learning and completion of activities
Use of specialized equipment and assistance
Modified work load
Use of available adaptive technologies to assist students
(computer assisted learning)
Varied assessment strategies.
5. Some students with an IEP may require selected expectations to be
modified to meet the students needs. As outlined in Ontario Secondary School,
1999, the principal will determine whether achievement of these modified
expectations warrants successful completion of the course.
Coded Expectations: Learning Strategies 1, Open Grade 9
Learning Skills
Overall Expectations
LSV.01X
demonstrate and use an increasing variety of numeracy and literacy
skills
LSV.02X
identify and describe learning theories and the learning and thinking
skills required for success in
LSV.03X
demonstrate effective use of learning and thinking strategies and
effective use of technology to enhance their research, learning, and
presentation skills;
LSV.04X
demonstrate understanding of how the secondary school program is
organized and describe requirements for graduation.
Specific Expectations
Developing Literacy and Numeracy Skills
LS1.01X
demonstrate effective use of strategies to improve literacy (e.g.,
vocabulary, general knowledge, and language development techniques);
LS1.02X
demonstrate effective use of a variety of reading strategies to improve
understanding of test;
LS103X
demonstrate effective use of a variety of writing forms (e.g.,
expository, narrative, letter, supported opinion) and use them effectively for
a variety of purposes;
LS1.04X
identify and use a variety of methods for making calculations and for
solving different types of problems.
Specific Expectations
Developing Learning and Thinking Skills and Strategies
LS2.01X
demonstrate an understanding of different learning theories and
concepts;
LS2.02X
use the inquiry/research process effectively;
LS2.03X
demonstrate effective use of study and test preparation strategies in a
variety of subjects and evaluate their impact on academic success;
LS2.04X
demonstrate effective use of note-taking strategies;
LS2.05X
demonstrate effective use of focus and memory strategies that improve
concentration and retention of information;
LS2.06X
use a variety of information technologies effectively to conduct
research, organize information, and acquire new skills (e.g., CD-ROM resources,
the Internet, calculators, software for organizing notes, file management
software);
LS2.07X
use word processing, graphics, or presentation software effectively to
enhance oral and written presentations.
Specific Expectations
Planning for Learning
LS3.01X
explain the organization of the secondary school program, including
types of courses and the destinations for which they are appropriate;
LS3.02X
explain their own high school course selection in the context of the
requirements for secondary school graduation;
LS3.03X
demonstrate understanding of how volunteer activities (e.g., mentoring,
tutoring, coaching, community service), part-time work, and participation in
school life can develop and enhance employability skills and strengthen ones
resume;
LS3.04X
describe opportunities for learning in all stages of life and in
various contexts (e.g., evening courses, on-the-job training, workshops, speakers);
LS3.05X
demonstrate an ability to manage their own learning (e.g., study
skills, organizational skills, time management, stress management, information
management);
LS3.06X
describe a variety of possible internal and external barriers to learning
and determine how these barriers may have affected their learning;
LS3.07X
describe strategies for overcoming internal and external barriers to
learning;
LS3.08X
produce and evaluate learning plans that identify learning strengths,
barriers, needs, goals, and strategies for success in high school and
incorporate them into their annual education plans.
Personal Knowledge and Management Skills
Overall Expectations
PKV.01X
explain how their competencies and interests affect their learning;
PKV.02X
describe and evaluate the ways they learn best;
PKV.03X
identify and define the personal management skills, habits, and
characteristics required for success in high school;
PKV.04X
demonstrate understanding of how their personal management strengths
and challenges affect their learning in secondary school;
PKV.05X
demonstrate the effective use of personal management skills in a
variety of settings.
Specific Expectations
Developing Personal Knowledge
PK1.01X
produce a personal profile of their competencies and interests and
explain how these affect their attitudes toward learning;
PK1.02X
identify and describe their learning preferences by using a variety of
assessment strategies (e.g., formal and informal inventories);
PK1.03X
describe their most effective ways of demonstrating learning (e.g.,
writing, oral presentation, performance, graphical presentation) and identify
those they need to improve;
PK1.04X
identify how the ways of learning with which they are less successful
are required in a variety of learning situations and describe how they adapt to
these situations;
PK1.05X l
identify their learning strengths and challenges by analysing past
learning successes and failures.
Specific Expectations
Developing Personal Management Skills
PK2.01X
describe a variety of personal management skills (e.g., stress
management), habits, (e.g., maintaining a personal planner), and
characteristics (e.g., assertiveness) that contribute to success in high school;
PK2.02X
demonstrate understanding of the value of effective personal management
skills, habits, and characteristics by analysing their use in daily life and
their impact on academic, work, and life success;
PK2.03X
explain how intrinsic and extrinsic motivation affect learning
performance;
PK2.04X
describe and document their own personal management strengths and
challenges;
PK2.05X
identify the personal management skills that they need to improve in
order to become more effective learners and describe ways of improving those
skills.
Specific Expectations
Applying Personal Management Skills
PK3.01X
use effective personal management skills (e.g., goal setting, time
management, project management skills) to improve their results in selected
school subjects;
PK3.02X
demonstrate understanding of the impact of emotions on learning and
describe strategies to manage emotions effectively (e.g., anger management);
PK3.03X
demonstrate behaviours that reflect self-motivation (e.g., persistence
in completing work they find difficult or boring, overcoming procrastination);
PK3.04X
explain how stress can positively and negatively affect learning
performance and effectively use techniques for managing stress to maximize
performance;
PK3.05X
demonstrate effective use of time management strategies to accomplish
school, family, and community responsibilities.
Interpersonal Knowledge and Skills
Overall Expectations
IKV.01X
describe the knowledge and skills needed for working effectively in
groups or teams;
IKV.02X
use interpersonal and teamwork skills effectively in learning
environments;
IKV.03X
produce an evaluation of their interpersonal and teamwork skills and
identify those requiring further development;
IKV.04X
demonstrate an understanding of why, when, and how to utilize available
school and community resources to support their learning needs.
Specific Expectations
Working in Groups
IK1.01X
explain how effective group processes can promote individual learning
and the achievement of group goals;
IK1.02X
describe the interpersonal and teamwork skills (e.g., active listening,
responding appropriately to feedback, using courtesy) necessary for effective
group work at school and in the workplace;
IK1.03X
demonstrate understanding of how peer and social influences affect
learning and identify strategies for responding to those influences;
IK1.04X
use interpersonal and teamwork skills effectively and appropriately in
school and in community-based learning activities (e.g., on a sports team, in
clubs, at work);
IK1.05X
describe and understand how to use conflict resolution strategies
effectively to resolve problems in learning situations (e.g., completing group
assignments, discussion homework with parents);
IK1.06X
identify the interpersonal and teamwork skills they need to improve.
Specific Expectations
Learning Through the Community
IK2.01X
identify school and community resources available to support learning
and explain how and when to access them;
IK2.02X
identify individuals or programs that can assist with their specific
learning needs (e.g., peer tutors);
IK2.03X
use effective communication skills to gather information and request
assistance for their learning needs from peers, teachers, and/or school and
community programs;
IK2.04X
explain the role of the mentor and the benefits of having a mentor to support
learning and decision making;
IK2.05X
explain how individual learning can be enhanced through community-based
learning experiences.