Course
Profile Learning Strategies
1: Skills for Success in Secondary
School, Grade 9 open, Catholic
Unit 2
Course Profiles are
professional development materials designed to help teachers implement the new
Grade 9 secondary school curriculum. These materials were created by writing
partnerships of school boards and subject associations. The development of
these resources was funded by the Ontario Ministry of Education and Training.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, past,
and otherwise adapt this material for educational purposes.
Any references in this
document to particular commercial resources, learning materials, equipment, or
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Profile, and do not reflect any official endorsement by the Ministry of
Education and Training or by the Partnership of School Boards that supported
the production of the document.
©Queens Printer for
Ontario
Acknowledgements: Gerry Brand, Mary Cosentino, Jack Cronin,
Blair Day, Kevin Gallacher,
Jim Hall,
Allan Mackey, Cosimo Modafferi, & Paul Walsh,
for their
support and encouragement.
Unit #2
Activity 1 | Activity 2 | Activity 3 | Activity
4 | Activity 5 | Activity 6
Activity
#1: Learning Styles & Preferences
Time:
210 minutes
Description:
Students will develop
an understanding of the various learning theories and styles (e.g., auditory,
visual, kinesthetic, multiple intelligences, etc.) They will also acquire knowledge
of the different ways that people learn and what is required to become a
successful learner. Students will acquire an understanding of their own
learning styles. In so doing, they will develop an awareness of how their own
strengths and challenges influence the degree to which they are successful in
their learning. Students will also become aware of the barriers for each
learning style and better understand the barriers inherent in their own
learning style by analyzing and interpreting information and by devising
strategies.
Strand(s) and Expectations:
Strands: Learning Skills
Ontario Catholic School Graduate Expectations:
The Graduate is
expected to be:
3a a
reflective and creative thinker who recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges.
3c
thinks reflectively and creatively to evaluate situations and solve problems.
4a a
self-directed, responsible, life long learner who demonstrates a confident and
positive sense of self and respect for the dignity and welfare of others.
4g
examines and reflects on ones personal values, abilities and aspirations
influencing lifes choices and opportunities
Overall Expectations:
At the end of grade 9,
students will:
LSV.01X identify and describe learning
theories and the learning and thinking skills required for success in high
school *
IKV.02X use interpersonal and teamwork skills
effectively in learning environments *
PKV.01X explain how their competencies and
interests affect their skills
PKV.04X demonstrate
understanding of how their personal management strengths and challenges affect
their learning in secondary school *
Specific Expectations:
Students will:
LS2.01X demonstrate an understanding of
different learning theories and concepts *
PK1.02X identify and describe their learning
preferences by using a variety of assessment strategies (e.g., formal and
informal inventories)
PK1.04X further 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 *
Planning Notes
When teaching learning theories, concepts,
and styles/preferences, the teacher should caution students not to solely
define their learning in one particular theory or style. Rather, the teacher
needs to emphasize how the students dominant styles can change at any given
point in their lives given their interests, skill and knowledge levels,
personal motivations, environments, and experience.
The personal profile chart should be placed
in the students learning portfolio.
Prior Knowledge Required
1. understanding of personal strengths and
needs, personal characteristics, values and beliefs
2. ground rules for group work
Teaching/Learning Strategies
A) Learning
Theories & Thinking Skills
1. Through class discussion, teachers will
introduce concepts of how students learn with a focus on steps to acquiring
knowledge (e.g., sensory information, categorization, making connections to
previous knowledge, storing information to memory)
2. In the same discussion, teachers will explain
the different levels of thinking skills using Blooms Taxonomy and ask students
to identify and explain in written form those thinking skills most often
required for success in high school.
3. Teachers will administer a learning theory
survey dealing with multiple intelligences as a catalyst for students to
identify and describe different types of intelligence, including some
discussion of left/right brain thinking.
4. Students will determine their dominant type
of intelligence by analyzing their responses to the survey. They will then
apply their knowledge of learning theories and thinking skills to their own
learning profile, recording findings on the chart begun in Unit 1. They will
also consider this information when reviewing their Annual Educational Plan, to
assist with course selection and educational planning.
5. Teachers will further discuss with students
the importance of ones personal learning style as an integral component of
ones learning profile.
6. Students will complete a learning style
survey (e.g., Whats My Style?, Townsend) and organize themselves in
small groups according to the results of their dominant learning style (e.g.,
auditory, kinesthetic, visual)
7. In their groups, students will produce a
written summary on chart paper identifying characteristics common to their
learning style. The information will be organized according to the following
questions:
a) What are the characteristics of my
learning style?
b) What strategies can I or my teachers
use to accommodate my learning style so that I can be successful in high
school?
c) To what other learning environments can
I apply my knowledge of personal learning style and strategies so that I can be
successful outside the classroom? (e.g., part-time job, volunteer work, church
youth group, co-curricular activities)?
d) What career opportunities would best
accommodate my interests and learning style?
8. Students will present findings to the whole
group in an oral presentation referring to the summary chart posted in the
classroom.
9. Teachers will invite a guest speaker from the
field of career development or a co-operative education teacher to discuss
various opportunities that would accommodate each learning style.
B) Barriers
to Learning & Strategies for Success
1. Teachers will organize students in small
groups according to their learning styles and have students discuss and record
on a chart responses to the follow questions:
a)
What are the characteristics of a successful learner?
b)
What are the barriers to becoming a successful learner?
c)
How do these barriers affect your learning?
d)
How can you use the characteristics of some of the other learning styles to
deal with the barriers of your own dominant style?
2. Students in each group will present their
findings to the class referring to their chart.
3. Teachers and/or students will read a Biblical
passage (e.g., John 4:1-42 Jesus and the Samaritan Woman) and discuss the attitudes
of the gospel toward learning and change, recognizing there is more grace in
our world than sin, and that hope is essential in facing all challenges
(see
OCSGE 3a). As an alternative, teachers could invite the school chaplaincy team
member, local pastor, pastoral worker, elder, or other suitable person to speak
with students on this topic.
4. Students will write a journal reflection:
identifying 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
illustrating how the passage inspires them
to deal with their experiences and learning challenges.
5. Students will complete a personal learning
profile chart that includes their personal strengths, interests, challenges,
and strategies for learning. This chart will be placed in the students
Learning Portfolio.
Assessment/Evaluation
LSV.01X
Formative assessment by teacher of group presentations of learning style
characteristics for knowledge using oral communication checklist
PK1.04X, OCSGE 3a Formative assessment by teacher of journal reflection for
understanding and making connections using rubric for written work
LS2.01X, IKV.02X Formative assessment by teacher of group work on barriers to
learning styles for thinking/inquiry using roving conference and group work
checklist
LS2.01X Summative
assessment by teacher of learning theories and thinking skills for knowledge,
thinking, understanding, and application, using paper and pencil test
Accommodations
1. The analysis of survey responses according to
the three learning styles may be difficult for some students. As an
alternative, the teacher may provide a summary of the information in a note,
accompanied by a diagram or chart. For specific accommodations, see students
IEP.
2. Students may require specific modelling to do
analysis of learning style activities.
3. Teachers may direct students to refer to
their IEPs for specific barriers to their learning in order to assist them
with the activity.
4. Students may want to refer to the
accommodations listed in their IEPs strategies for dealing with challenges to
their learning.
Resources
Learning Style Survey,
from W.J. Townsend, Whats My Style?, Brownlee Publishing, 1987 (P.O.
Box 37030, 1005 Ottawa St. N., Kitchener, ON N2A 4A7)
http://www.oise.utoronto.ca/Learn1/introll.html
Learning Styles Surveys
http://www.newhorizons.org/trm-gardner.html
Multiple Intelligences
Appendices
Activity
# 2: Organization and Time Management Skills
Time:
140 minutes
Description:
Students will
understand and demonstrate how to set goals. They will also learn how to
organize and complete tasks within a specific time frame in order to meet these
goals. Through the use of acquired skills, (e.g., organization and time
management skills) students will experience how the application of short and
long term planning affects their success.
Strand(s) and Expectations:
Strands: Learning Skills & Personal
Knowledge and Management
Ontario Catholic School Graduate
Expectations:
The Graduate is
expected to be:
3d A reflective and
creative thinker who makes decisions in light of gospel values with an informed
moral conscience.
3e
who adopts a
holistic approach to life by integrating learning from various subject areas
and experience.
4e A self-directed,
responsible, and lifelong learner who sets appropriate goals and priorities in
school, work, and personal life.
4g
who examines
and reflects on ones personal values, abilities and aspirations influencing
lifes choices and opportunities.
7b A responsible
citizen who accepts accountability for ones own actions.
Overall Expectations:
At the end of grade 9,
students will:
LSV.01X
demonstrate and use an increasing variety of numeracy & literacy skills
LSV.03X demonstrate effective use of learning and
thinking strategies and effective use of technology to enhance their research,
learning, and presentation skills
PKV.04X demonstrate understanding of how their
personal management strengths and challenges affect their learning in secondary
school
Specific Expectations:
Students will:
LS3.05X
demonstrate an ability to manage their own learning (e.g., study skills,
organizational skills, time management, stress management, information
management)
Planning Notes
Place list of goals
in Student Learning Portfolio, to form part of the basis for Annual Education
Plan (A.E.P.).
Prior Knowledge Required
paragraph
writing
knowledge of personal goals and values (unit
1)
expectations for all courses on student timetable
Teaching/Learning Strategies
Sub-topic 1: Values Clarification & Goal Setting
1. Teachers will discuss with students the
criteria for defining ones values (e.g. prized, freely chosen, affirmed) and
then brainstorm and record students examples of values in a word map.
2. Students will choose 5 of the values listed
that are important to them and write a paragraph to:
a) explain how each value guides
them to specific behaviours or actions;
b) reflect on how their values are
or are not in tune with their faith and the gospel.
3. Teachers will explain criteria for defining a
goal as achievable and measurable over a period of time and relative to their
values.
4. Teachers will elicit and record students
examples of goals in a word map and guide students to categorize information
into short and long term goals. Examples of short term goals are: to pass a
test, meet deadlines, complete daily work consistently. Examples of long term
goals are long term educational plan, career plan, graduation, and acquiring
employment.
5. Students will write a list of personal goals
for current school year which reflect various areas of a students life:
academic, career, social, family, spiritual, and develop a personal coat of
arms or other visual representation to depict this information.
6. Using this list, students will write a
personal plan of action of how they will meet their goals for the coming year
and what resources in their school and community they will use to assist them
(e.g., tutors, job-shadowing, church, family, career counselling, guidance
counsellors, etc.)
Sub-Topic 2: Notebook Organization
1. Teachers will use Socratic method to develop
a rationale for maintaining an organized, subject notebook (e.g., subject specific
binders, use of dividers, table of contents, presentation, completion of notes)
and record information on the board for students to copy.
2. Discuss advantages and disadvantages of
following this method of organization.
3. Students will organize all subject notebooks
according to previously discussed criteria and to meet expectations of specific
subject teachers.
Sub-Topic 3: Time Management
1. Students will fill out daily time log sheets
to identify use of time and to evaluate how it is oriented toward personal
goals.
2. In small groups, students will brainstorm and
record ways of using time well, what leads to wasted time, reasons for and
strategies to deal with procrastination and time management.
3. Teachers will organize small group responses into
informal planning (e.g., telephone planning with a friend, keeping several
options open) and formal planning (e.g., use of daily, weekly, and monthly
planner, knowing clearly what one is responsible for and when).
4. Teacher will organize the following points
into a summary note on the board:
- elicit advantages
and disadvantages of both informal and formal methods of planning
- explain how
effective time management enables one to become more responsible in life
- explain how to use
a daily / weekly / monthly planner properly in relation to meeting student
goals (e.g., record all activities and assignments / tests on dates due,
prioritize assignments / tests, divide major tasks into smaller components and
prioritize, budget time needed to meet deadlines and record target dates in
planner.
5. Students will write a statement of commitment
listing strategies for improving their own time management, including dealing
with procrastination.
6. Students will use a planner on a daily basis
to organize short and long term academic work (e.g., homework, tests, long term
assignments).
Assessment/Evaluation
PKV.04X Formative
assessment by teacher of values brainstorming activity for thinking using Oral
Communication Rubric
OCSGE 4g Formative
assessment by teacher and student of examination of values for making
connections using Rubric for Written Work
OCSGE 4e Formative
assessment by teacher of personal coat of arms for thinking using Oral/Visual
Communication Rubric (see appendix A)
OCSGE 4e Formative
assessment by teacher and student of goals and action plan for making
connections using Rubric for Written Work
LS3.05X Formative
/ Summative assessment by teacher of notebook organization for knowledge using
Notebook Evaluation Checklist
LS3.05X Formative
assessment by teacher of students use of daily planner for application using
Teacher Observation Checklist
LS3.05X Formative
assessment by teacher of time management strategies for application using
Rubric for Written Work
Accommodations
1. Provide written,
step-by-step guidelines or templates for all written work.
2. Have students
clarify what has been taught to ensure comprehension. Re-teach concept
individually, where necessary.
3. Make deadlines
flexible for students who require extra time.
4. Use word processor
/ grammar & spell check programs, where applicable.
For specific accommodations, check student
IEP.
Resources
Notebook Organization in W.J. Townsend, Study
Skills Workshop Brownlee Publishing, 1987 P.O. Box 37030, 1005 Ottawa St.
N., Kitchener, ON N2A 4A7
Daily
Time Log Sheet: see Secondary Specific Learning Disability Curriculum
Guideline, Peel District School Board (formerly Peel Board of Education),
1989
Herman Ohme, Learn How To Learn, Palo Alto,
CA: California Education Plan Inc., 1989
4074 Fabian Way, Palo Alto, CA
94303, U.S.A.
Appendices
Appendix A: Oral / Visual Presentation Rubric
ORAL/VISUAL
PRESENTATION RUBRIC
|
Achievement |
1 |
2 |
3 |
4 |
|
Category |
|
|
|
|
|
use of language
and visuals |
uses language and
visuals with limited accuracy and effectiveness |
uses language and
visuals with some accuracy and effectiveness |
uses language and
visuals with considerable accuracy and effectiveness |
uses language and
visuals with a high degree of accuracy and effectiveness |
|
preparation |
demonstrates
little preparation |
demonstrates some
preparation |
demonstrates
thought and attention to detail |
demonstrates a high
degree of thought and attention to detail |
|
communi-cation
for different audience and purposes using appropriate forms |
with limited
sense of audience and purpose using appropriate forms |
with some sense of
audience and purpose using some appropriate forms |
with a clear
sense of audience and purpose using appropriate forms |
with a strong
sense of audience and purpose using appropriate forms |
Activity #3: Note-Taking Skills
Time: 140 minutes
Description:
Students will
understand the purpose of note-taking as a record of information that
facilitates their learning. Specifically, they will demonstrate how to organize
visual and auditory information in the form of summary notes that contain main ideas
and supporting details.
Strand(s) and Expectations:
Strands: Learning
Skills
Ontario Catholic School Graduate Expectations:
The Graduate is
expected to be:
4f An
effective communicator who applies effective communication, decision-making, problem-solving,
time and resource management skills
Overall Expectations:
At the end of grade 9,
students will:
LSV.01X Demonstrate and use an increasing
variety of literacy and numeracy skills
LSV.03X Demonstrate effective use of learning
and thinking strategies and effective use of technology to enhance their
research, learning and presentations skills
Specific Expectations:
Students will:
LS2.04X demonstrate effective use of
note-taking strategies *
Planning Notes
Students will be required to bring
subject-specific textbooks to complete note-taking activity and provide
opportunities for transference of skills.
Teachers may wish to contact the schools
Religion Dept. or Chaplaincy Team for a list of recommended videos to be used
for the note-taking activity.
Prior
Knowledge Required
identify main idea and
supporting details, listen attentively, basic literacy skills
Teaching/Learning
StrategiesSub-Topic
1: Note-taking From A Text Book
1. Teachers will outline a method (e.g. SQ4R
Method, see Townsend, Study Skills Workshop) of producing notes from
subject textbooks. Steps should include: survey information, formulate
questions to be answered, read for main idea, re-read for supporting details,
write information down, and review information.
2. Teachers will provide a passage from a
students subject textbook to practise this note-taking method. As an
alternative, teachers may assign specific exercises from Study Skills
Program, Level 1.
3. Teachers will discuss two types of
note-taking presentations (mapping and outlining) and demonstrate both
techniques to the students.
3. Students will practise mapping and outlining
techniques using blank templates and subject specific texts and will organize
information in a mapping note and an outline note.
4. Students will determine which technique best
suits their particular learning styles.
Sub-Topic 2: Listening & Note-taking
1. Teachers will outline the four skills
involved in taking notes from a lecture, observation, interview, or
demonstration (e.g., listening, analyzing & interpreting, selecting, and
recording information in writing).
2. Students will listen to a 10-minute lecture
and develop a brief note using their preferred note-taking technique.
3. Students will view a 30-minute documentary
video and produce a brief summary note using their preferred note-taking
technique.
Assessment/Evaluation
1. LS2.04X Summative
assessment by teacher of students notes for understanding and application
using a note-taking rubric
Accommodations
1. Provide student
with template of note forms containing partial information already completed
(e.g., main idea already stated).
2. Pre-teach students
subject-specific vocabulary prior to assigning subject note-taking exercise.
3. Teach students the
organization of a textbook and how it can assist them to find and retrieve
information.
4. Reduce amount of
reading and listening material required for the activity.
5. Teach short
introductory lesson on listening skills (e.g., focusing, facing the speaker,
etc.)
6. For specific accommodations, check students
IEP.
Resources
1. Herman Ohme, Learn How To Learn: Study
Skills Palo Alto, CA: California
Education Plan Inc., 1989 4074 Fabian Way, Palo Alto, CA 94303, U.S.A.
2. SQ4R
Method in W.J. Townsend, Study Skills Workshop Brownlee Publishing,
1987 P.O. Box 37030, 1005 Ottawa St. N., Kitchener, ON N2A 4A7
3. Taking
Notes Mapping & Outlining in N.A.A.S.P.,Study Skills Program, Level 1,
Reston, Virginia, 2209, 1989
Appendices
Activity
#4: Memory
Retention & Study Skills
Time:
350 minutes
Description:
Students will
understand the distinction between short and long term memory retention and how
they can learn strategies to improve their memory retention, particularly
during a test or examination. They will demonstrate an understanding of
mnemonic devices such as acronyms, acrostics, and word links. Students will
select and use those devices best suited for their own learning style, analyze
their own study habits, and develop strategies and structures that can be
applied to other subject areas.
Strand(s)
and Expectations:
Strands: Learning
Skills
Ontario Catholic School Graduate Expectations:
The Graduate is
expected to be:
2b an
effective communicator who reads, understands and uses written materials
effectively.
3c a
reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems.
3e
who
adopts a holistic approach to life by integrating learning from various subject
areas and experience.
4b a
self-directed, responsible, life long learner who demonstrates flexibility and
adaptability.
4e
who sets appropriate goals and priorities in school, work and personal life.
4f
who
applies effective communication, decision-making, problem-solving, time and
resource management skills
Overall Expectations:
At the end of grade 9,
students will:
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 high school *
PKV.04X demonstrate
an understanding of how their personal management strengths and challenges
affect their learning in secondary school
Specific Expectations:
Students will:
LS2.05X demonstrate effective use of focus
and memory strategies that improve concentration and retention of information *
LS3.05X demonstrate an ability to manage
their own learning (e.g. study skills, organizational skills, time management,
stress management, information management) *
LS2.03X demonstrate effective use of study
and preparation strategies in a variety of subjects and evaluate their impact
on academic strategies *
Planning
Notes
Reinforcement activities and information can
be found in Townsends Study Skills Workshop and Learning to Learn,
Incentive Publications, Focus on Memory Chapter.
As a wrap-up activity, the teacher may want
to show the video, The Study Skills Game (1 hour). This video has a
teachers guide and student activity booklet that summarizes the above skills.
Prior
Knowledge Required
Students
own learning style, note-taking skills, & time management skills
Teaching/Learning
Strategies
Sub-Topic 1: Short and Long Term Memory Retention
1. Teachers will introduce the concept of memory
retention by having students view an overhead containing 7 random letters for
approximately 20 seconds and have them record the letters from memory. Repeat
the exercise using 4 other overheads, containing 9 letters, then 11 letters,
then 13 related letters, then 13 unrelated letters.
2. Students will analyze their results from the
game and determine whether they have good, average or poor memory recall for
numbers.
3. Teachers will define short-term memory as
"what you can keep in your attention in the moment", and discuss with
students the links between the definition and their experience in the game.
4. Teachers will define long-term memory as
"what you know and can bring to mind whenever you choose to do so".
5. Students will record the definitions for
short- and long-term memory in their notebooks.
Sub-Topic 2: Four Ways To Remember
1. Teachers will explain to the class using a
visual aid the four ways of moving information from one's short-term memory to
one's long-term memory: grouping strategy, visualizing information, repeating
information, choosing to remember.
2. Students
will complete the exercises provided for each memory strategy in the Study
Skills Program level II, NASSP.
Sub-Topic 3: Mnemonic Strategies
1. Teachers
will explain to the class three strategies for remembering information: link
method, acronym, acrostic
2. Students will complete the exercises provided
for each mnemonic strategy in the Study Skills Program level II, NASSP
3. Students will write a paragraph analyzing
which memory strategies work best for their learning style.
Sub-Topic 4: Study Environment
1. Teachers will have students survey and
categorize their current study habits.
2. With a partner, students will analyze their
study habits and attitudes and identify the areas each finds most challenging.
3. Teachers will engage students in a discussion
about the components of a good study environment (e.g. comfortable and quiet
setting, free from distractions, well lit, organized materials available).
4. Students will complete a study environment
sketch of their current study area and list two changes that could make it
better.
Sub-Topic 5:
Developing a Study Schedule
3. Teachers will summarize in note form five
steps in developing a study schedule:
I) record student's weekly commitments
II) record a regular homework/study session
when student is most alert
III) set goals and prioritize tasks for each study
session
IV) budget time for each task and take 10 minute
breaks after completing a major task requiring approximately
1 hour in length
V) do difficult tasks first and easy tasks
later in the session
4. Students will complete a weekly study
schedule using the five steps, and revise when necessary.
5. Teachers will ask students to analyze the
weekly schedules for a month and investigate the relationship between the
amount of time they studied and the marks obtained on assignments, tests and
exams (This will need to be re-visited in a months time.)
6. Students will produce a written reflection
outlining their analysis of the relationship between the amount of time they
studied and the marks they received for assignments, tests, and exams.
Sub-Topic 6: Writing Subject Specific Study Notes
1. Teacher will review the note-taking method with
the students when taking specific subject notes in preparation for quizzes /
tests / exams.
2. Using subject specific texts and in
consultation with subject teachers, students will write study notes for a
chosen subject in which they are expecting a quiz or test.
3. Teachers will monitor student progress in a
roving conference, then evaluate the notes taken.
Assessment/Evaluation
1. LS2.03X Formative
assessment by teacher of memory game participation for knowledge using Teacher
Observation Checklist
2. LS2.05X Diagnostic
/ Formative assessment by teacher of memory strategy exercises for knowledge
and thinking using Anecdotal Records Log
3. LS2.05X/PKV.04X Formative assessment by teacher of memory strategy paragraphs for
knowledge, understanding, & application using Rubric for Written Work
4. LS3.05X Diagnostic
/ Formative assessment by teacher / student of study environment sketch for
thinking & application using Anecdotal Records Log
5. LS3.05X Formative
assessment by teacher of weekly schedule for application / making connections
using Anecdotal Records Log
6. LS2.03X Formative
assessment by teacher of note-taking for application using roving conference
and Anecdotal Records Log
7. LS3.05X Summative
assessment by teacher of subject notes for knowledge and application using
Rubric for Written Work
Accommodations
1. Students may
require more time to complete paper and pencil tasks.
2. Students may
require additional examples or individual re-teaching of concepts.
3. Provide students
with a study guide that includes an overview of the topics for a subject and a
timeline for completing each topic.
4. Closely monitor student's use of a study
schedule with particular attention to the amount of time spent on each item.
5. See IEP accommodations for specific students
in order to guide them towards adopting and practising memory strategies that
suit their particular learning style.
Resources
Study Environment Floor Plan Worksheet in Secondary
Specific Learning Disability Curriculum Guideline, Peel District School
Board (formerly Peel Board of Education), 1989
Study Skills Program, level II, NASSP,,
Reston, Virginia 22091, 1986
Handout Weekly Study Schedule
Gloria Frender,
Learning to Learn: Strengthening Study Skills & Brain Power,
Nashville, TN: Incentive Publications, 1990
Study Skills Workshop, Townsend, Brownlee
Publishing
The
Study Game: A Video Based Study System for Students Ages 8 14, LessonWare
Publ., 1991
Memory game in NASSP's Study Skills
Program level II.
http://www.oise.utoronto.ca/~ggay/studyskl.htm
http://www.coun.uvic.ca/learn/timemgt.html
Appendices
Activity
#5: Test and Exam
Preparation
Time:
140 minutes
Description:
This activity
emphasizes the importance of effective test taking strategies as part of
students summative evaluation. Students will have an understanding of how to
approach a test situation (e.g., use of study skills, stress management, time
management, etc.) and different types of test / examination questions.
Strand(s)
and Expectations:
Strands: Learning Skills
Ontario Catholic School Graduate Expectations:
The Graduate is
expected to be:
3c a
reflective and creative thinks who thinks reflectively and creatively to
evaluate situations and solve problems.
4b a
self-directed, responsible, life long learner who demonstrates flexibility and
adaptability.
4e
who sets appropriate goals and priorities in school, work, and personal life.
4f
who applies effective communication, decision-making, problem-solving, time and
resource management skills.
Overall Expectations:
At the end of grade 9,
students will:
LSV.01X
demonstrate and use an increasing variety of numeracy and literacy skills
PKV.04X demonstrate
an understanding of how their personal management strengths and challenges
affect their learning in secondary school
Specific Expectations:
Students will:
LS2.03X demonstrate effective use of study
and test preparation strategies in a variety of subjects and evaluate their
impact on academic strategies *
LS3.05X demonstrate an ability to manage
their own learning (e.g., study skills, organizational skills, time management,
stress management, information management.) *
PK1.05X identify their learning strengths and
challenges by analyzing past learning success and failures *
Planning
Notes
As a wrap up activity, the teacher may have
students write a Learning Strategies Unit Test so they can practise their newly
acquired skills in time, stress, and information management.
Teachers should emphasize how the above
skills can also be applied to situations outside of school (e.g., chess
tournaments, team sports, job interviews, etc.)
Teachers should be aware of how students will
be assessed and evaluated in other subject areas so that the strategies will be
relevant.
Prior
Knowledge Required
study preparation, memory strategies, watch
the game show Jeopardy
Teaching/Learning
StrategiesSub-Topic
1: Approaching The Test/Exam Situation
1. Teachers will outline for students how to
prepare for a test/exam.
2. Students will
identify topics to study and types of possible questions on the exam from
subject teachers.
3. For each subject, students will develop a
study schedule, write study notes, and use strategies to assist with memory
recall during test/exam
4. Teachers will outline for students the
following strategies:
avoid panicking by
remaining positive
study in advance,
avoid cramming
be well rested and
nurtured
during test situation,
use stress management techniques to reduce test taking anxiety
survey the
test/exam before beginning
budget time
according to the mark distribution of the exam
select easiest
questions first, highest point value questions second, and most difficult, last
make sure the
answers reflect the marks allotted to the question
attempt all
questions
underline /
highlight key terms in the instructions to help them focus their answers
5. Students will
complete a worksheet that deals with factors contributing to test/examination
results.
6. Students will complete an exercise
illustrating the importance of reading instructions carefully before beginning
a test. (e.g., Following Written Instructions, Shortcuts to Learning: A
Basic Study Skills Activity Package)
7. Teachers will teach the students commonly
used test/exam vocabulary so that they focus on exactly what information is
required for the question.
8. Students will complete a quiz dealing with
test vocabulary.
Sub-Topic 2: Types of Test/Examination Questions
1. In a class
discussion, teachers will elicit from students the types of questions most
commonly used for tests/exams: multiple choice, matching, true/false, short
answers, essay form, etc.
1. Teachers will explain the steps required to
approach each type of question outlined above. (See Study Skills program,
level II, NASSP)
2. Students will record the information in their
notebooks and complete reinforcement exercises for each type of question outlined
above. (See Study Skills program, level II, NASSP).
3. Teachers will organize the game Jeopardy so
that students can review the units information by:
dividing the class into teams of 3 or 4 of
varying abilities
developing the following categories for the
game: N.O.T. (Note-taking, Organization, Time Management), Study and
Test-taking skills, Memory Retention, Inquiry and Research, Teen Heart Throbs
(or other optional fun category)
write answers to questions for each category,
increasing the degree of difficulty for each item in a category by placing a
higher dollar value to each item
review the rules with the class (perhaps have
them preview a show)
each team will be given the opportunity to
refer to their notes during the game.
5. Students will complete a unit test on the
above material.
Assessment/Evaluation
LS2.03X; LS3.05X;
PK1.05X Formative assessment by
teacher of ongoing learning activities for knowledge and completion using
Anecdotal Record Log
LS2.03X; LS3.05X; Summative assessment by
teacher of unit material for knowledge, thinking, and application using paper
and pencil test.
Accommodations
1. Alternate setting
for test / more time for test / oral testing may be required / open book test
2. Clarify or rephrase test questions
3. For specific accommodations see students IEP
Resources
1. Chart for subject exam information, W.J.
Townsend Study Skills Workshop, pp. 50 57
2. Blank Study Schedule, in Secondary
Specific Learning Disability Curriculum Guideline, Peel D.S.B.
3. Shortcuts to Learning: A Basic Study
Skills Activity Pack, by Weston Walch Publisher, 1985
4. Study Skills Program, Level II, NASSP
Activity
# 6: Inquiry &
Research Skills
Time: 350
minutes
Description:
Students will learn to
formulate questions to guide their research, make use of the research process,
locate and access information (e.g., school, community, or mobile library
resource centre, CD-ROM, Internet, community resources, etc.), and be able to
use their research skills to complete a report or presentation on a topic.
Strand(s) and Expectations:
Strands: Learning Skills
Ontario Catholic School Graduate
Expectations:
The Graduate is
expected to be:
3c a
reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems.
4b a
self-directed, responsible, life long learner who demonstrates flexibility and
adaptability.
4f
who applies effective communication, decision-making, problem-solving, time and
resource management skills.
7b a
responsible citizen who accepts accountability for ones own actions.
Overall Expectations:
At the end of grade 9,
students will:
LSV.03X demonstrates effective use of
thinking and learning strategies and effective use of technology to enhance
their research, learning, and research skills *
Specific Expectations:
Students will:
LS2.02X use the inquiry / research process
effectively.
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) *
Planning Notes
Teachers may choose to provide a list of
research topics / questions related to careers or community resources.
Teachers may wish to team-teach this activity
with the school or community librarian.
Teachers will require a copy of the school
boards Use of Internet policy and consent forms.
Teachers
should consult with subject-specific teachers in the planning of this activity.
This activity may be used as a reinforcement for students who have already
completed it in other courses.
Prior
Knowledge Required
note-taking skills
Teaching/Learning
StrategiesSub-Topic
1: Inquiry Process
1. Teachers will teach the W5H model of inquiry
(who, what, where, when, why, how, using an example topic and engaging the
class in brainstorming questions for investigation.
2. In small groups, students will choose a topic of interest and
brainstorm and record questions using the W5H model.
3. Students will review questions and beside
each one, name topics and related sub-topics that will further the
investigation of their topic.
Sub-Topic 2: Orientation to Library or Other Resource
Centres
1. Teachers will arrange a library orientation
session with school library/resource teacher to include the following topics:
How to find a printed material in a resource
library
the Dewey Decimal System, organization of resources by
topic, periodicals, and the electronic cataloguing system
How to use the CD-ROM resources and the
Internet
How to decide if a resource is appropriate
for your topic
How to keep track of resources used
2. Students will extend their research to other
community organizations relating to their topic.
3. Students will complete a Scavenger Hunt
activity, in small groups.
Sub-Topic 3: A Beginners Guide to the Internet
1. Teachers will teach a lesson on guidelines for safe use of the Internet.
2. Students will get consent form for Internet
use signed by parents.
3. With a partner, students will work through an
introductory Internet activity package.
Sub-Topic 4: Writing
Activity
1. Students will write a journal reflection
answering the following questions:
Why is the research
process important to your learning?
Based on your
experience, develop three research tips.
What criteria did
you use for selecting the resources you will eventually use?
How can research
skills assist you in your life?
2. Students will create a poster advertising the
importance of research. The reflection and poster should be included in the
Student Learning Portfolio.
Assessment/Evaluation
1. LS2.02X Formative
assessment by teacher of Group Library Scavenger Hunt for knowledge and
application using Group Work Rubric.
2. LS2.06X Diagnostic
/ Formative assessment by teacher of Internet Activity Package for knowledge
using Teacher Observation Checklist
3. LSV.03X Summative
assessment by teacher of journal reflection and poster for understanding and
application using Rubric for Written Work and Rubric for Oral/Visual
Presentation
Accommodations
1. Students should be in a group that can assist
him or her with the activities.
2. Students may need to have the Internet
activities re-taught individually or modeled by teacher.
3. For specific recommendations, see students
individual IEP.
Resources
1. Local School Board Guidelines for Use of the
Internet
2. Beginners Central: A Users Guide to the
Internet or The Internet in the Classroom: Internet 104 http://www.northernwebs.com/be/index.html
Appendices
Appendix A: Groups
Work Observation Checklist / Rubric
Appendix B: Oral Communication Rubric
Appendix C: Rubric for Written Work
Appendix A: GROUP WORK OBSERVATION CHECKLIST / RUBRIC
|
Achievement |
1 |
2 |
3 |
4 |
|
Category |
|
|
|
|
|
active
participation in group |
limited
participation |
some
participation |
considerable
participation |
high degree of participation
at all times |
|
share and express
ideas in a co-operative manner in group |
share and express
ideas with limited co-operation |
share and express
ideas with moderate co-operation |
share and express
ideas with considerable co-operation |
share and express
ideas with a high degree of co-operation |
|
respects others
opinions in group |
respects others
opinions rarely |
respects others
opinions occasionally |
respects others
opinions most of the time |
respects others opinions
effectively all of the time |
|
stays on task in
group |
stays on task
with limited effectiveness |
stays on task
with some effectiveness |
stays on task
with considerable effectiveness |
stays on task
with a high degree of effectiveness |
|
listens actively
in group |
rarely listens
actively |
listens actively
some of the time |
listens actively
most of the time |
listens actively
all of the time |
|
communica-tion of
information, ideas, and experiences |
with limited clarity |
with some clarity |
with considerable
clarity |
with a high
degree of clarity and with confidence |
|
helping to
establish group goals |
helps to
establish group goals in a limited way |
helps to
establish some group goals |
helps to establish
most group goals |
always actively
involved in establishing group goals |
Appendix B: ORAL COMMUNICATION RUBRIC
|
Achievement |
1 |
2 |
3 |
4 |
|
Category |
|
|
|
|
|
Communication: communi-cation of
information, ideas, experiences |
with limited
clarity |
with some clarity |
with considerable
clarity |
with a high
degree of clarity and with confidence |
|
optional use of
appropriate language and visuals |
with limited accuracy
and effectiveness |
with some
accuracy and effectiveness |
with considerable
accuracy and effectiveness |
high degree of
accuracy and effectiveness |
|
communica-tion
for different audiences and purposes using appropriate forms |
limited sense of
audience and purpose using few appropriate forms |
some sense of
audience and purpose using some appropriate forms |
clear sense of
audience and purpose using appropriate forms |
strong sense of
audience and purpose using appropriate forms |
|
communicates |
with assistance |
independently |
independently |
independently |
|
participation |
limited
participation, with frequent assistance |
some
participation, with little assistance |
considerable
participation |
high degree of participation |
|
listens actively |
rarely listens
actively |
listens actively
some of the time |
listens actively
most of the time |
listens actively
all of the time |
Appendix C: RUBRIC FOR WRITTEN WORK (Can be adapted for Group Project)
|
Achievement |
1 |
2 |
3 |
4 |
|
Category |
|
|
|
|
|
Knowledge / Understanding: knowledge of facts |
demonstrates limited knowledge |
demonstrates some knowledge |
demonstrates considerable understanding |
demonstrates thorough knowledge |
|
understanding of concepts |
demonstrates limited understanding |
demonstrates some understanding |
demonstrates considerable understanding |
demonstrates thorough knowledge |
|
understanding of relationship between and
among concepts |
demonstrates limited understanding |
demonstrates some understanding |
demonstrates considerable understanding |
demonstrates thorough knowledge |
|
Thinking / Inquiring: critical and creative thinking |
with limited effectiveness |
with some effectiveness |
with considerable effectiveness |
with a high degree of effectiveness |
|
Communication: of information, ideas, and experiences |
with limited clarity |
with some clarity |
with considerable clarity |
with a high degree of clarity, and with
confidence |
|
Application: transfer of ideas, and skills to new
contexts |
with limited effectiveness |
with moderate effectiveness |
with considerable effectiveness |
with a high degree of effectiveness |
|
application of current technologies |
uses appropriate technology with limited
effectiveness |
uses appropriate technology with moderate
effectiveness |
uses appropriate technology with considerable
effectiveness |
uses appropriate technology with a high
degree of effectiveness |
|
making connections |
makes connections with limited
effectiveness |
makes connections with moderate
effectiveness |
makes connections with considerable
effectiveness |
makes connections with a high degree of
effectiveness |
|
Application of language conventions |
using a few conventions studied; with
several major errors and/or omissions, with assistance |
using at least half of the conventions studied;
with several minor errors and/or omissions with limited assistance |
using most of the conventions studied;
with a few minor errors and/or omissions independently |
using all of the conventions studied; in a
variety of contexts, with practically no errors and/or omissions
independently |
|
Organization of ideas |
organizes incompletely for a limited range
of simple purposes with assistance |
organizes in a mechanical and sequential
way for a variety of simple purposes independently |
organizes appropriately and logically for
specific purposes, independently |
organizes appropriately and in complex and
logical ways for a variety of purposes, independently |
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