Course Profile   Learning Strategies 1:  Skills for Success in Secondary School, Grade 9 open, Public

 

Unit 1

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the Production of the document.

 

© Queen’s Printer for Ontario

 

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 Unit # 1:     Preparing for Learning

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

 

Time:                   23 hours

 

Unit Developers

Anne Clifton, Halton District School Board

            Shirley Kellestine, Peel District School Board

            Pat Lewis, Peel District School Board

            Ted Blackbourn, Peel District School Board

            Rodger Harp, Kawartha Pine Ridge District School Board

            Pat Comley, Toronto District School Board

            Ron Petker, Waterloo Region District School Board

 

Development Date: April 1, 1999

 

Unit 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) & Expectations

 

Strands: 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

Activity Titles

 

Activity 1

What makes an effective team?

210 minutes

Activity 2

What does my personal profile look like?

350 minutes

Activity 3

What does learning have to do with success?

280 minutes

Activity 4

How do I work and communicate effectively in my group?

210-350 minutes

Activity 5

How do I organize for success?

280 minutes

 

Unit Planning Notes

1.   The portfolio for the course can be organized as follows:

            Section 1:       Personal Profile (Learning About Myself)

            Section 2:       Application of Knowledge and Skills (organized according to each of the strands in the course: Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills)

            Section 3:       Goals and Plans (Planning for Learning)

2.   Literacy and numeracy skills and strategies are dealt with on an on-going basis according to individual student need.

3.   Students regularly update their portfolio and maintain their student planners.

4.   Students are consistently encouraged to apply strategies learned in this course in their other coursework.

 

Prior Knowledge Required

• some experience in cooperative groups

 

Teaching/Learning Strategies

• questioning, demonstration, role playing, simulation, cooperative group learning, brainstorming, concept development, critical and creative thinking using graphic organizers, interviewing, researching, peer buddies

 

Assessment / Evaluation

 

Tool

Purpose

Who

Activity

observation

formative

teacher

all, ongoing

checklist

formative

teacher

#1 group skills

constructed response

formative

teacher

#1 group process

graphic organizer

formative

teacher & self

#1 thinking skills

checklist

formative

teacher & self

#2 personal profile

rubric

formative

teacher

#2 ideal classroom

rubric

formative

teacher

#2 reflection

rubric

formative

teacher, self

#3 personal inquiry

rubric

summative

teacher

#3 Tips for Success Poster

checklist

formative

self

#3 communication skills; vocabulary development

checklist

formative

teacher

#4 communication skills

rubric / constructed response

formative

teacher, self

#4 SQ4R strategy

checklist

formative

peer

#5 time management

checklist; constructed response

formative

teacher

#5 note taking

rubric

formative

teacher

#5 study strategies

rubric

 

summative

teacher

#5 student led portfolio conference

 

Resources

1.   Burke, Kay, What to Do With the Kid Who...Developing Cooperation, Self-Discipline and Responsibility in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1992.

2.   Butler, S.; and Misener, J. Exploring Your Horizons. Toronto: McGraw – Hill Ryerson Limited, 1998.

3.   Costa, Arthur. The School as a Home for the Mind. Arlington Heights: IRI / Skylight Training and Publishing, 1991.

4.   Crutsinger, Carla. Thinking Smarter. Carrollton: Brainworks, Inc., 1992.

5.   De Bono, Edward. Mind Power. Toronto: Penguin Group, 1995.

6.   Fogarty, Robin and Bellanca, James. Patterns for Thinking, Patterns for Transfer. Arlington Heights: IRI / Skylight Training and Publishing,1991.

7.   Fleet, J.; Goodchild, F.; and Zajchowski, R. Learning for Success: Skills and Strategies for Canadian Students. Harcourt Brace & Co., 1994.

8.   Gibbs, Jeanne. Tribes. Santa Rosa: Centre Source Publications, 1994.

9.   Kearns, S.; and Misener, J. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993.

10. OSSTF. Celebrating Differences: Teaching and Learning Styles, Toronto: OSSTF, 1986.

11. OSSTF. Grass Roots II. Toronto: OSSTF, 1993.

12. Parks, S.; and Black, H. Organizing Thinking. (Book 1) Pacific Grove: Critical Thinking Press and Software, 1992.

13. Sebranek, P.; Meyer, V.; Kemper, D.; and Van Rys, J. School to Work, A Student Handbook. Boston: D.C. Heath and Co., 1996.

14. Silberman, M. Active Learning. Needham Heights: Allyn & Bacon, 1996.

15. University of Victoria. Study Tactics Checklist. http://www.coun.uvic.ca/learn/program/hndouts/chklst.html

 

 

Activity # 1          What makes an effective team?

 

Time:                   210 minutes

 

Description

Students determine the knowledge and skills that group members require to work effectively in groups and explore the use of critical and creative thinking skills in this and other subject areas.

 

Strand(s) and Expectations

 

Strands:           Learning Skills, Interpersonal Knowledge and Skills

 

Overall Expectations

At the end of Grade 9, students will:

•     IKV.O1X   describe the knowledge and skills needed for effectively working in groups.

•     LSV.O3X   demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills

 

Specific Expectations

Students will:

•     IK1.O1X    explain how effective group processes can promote individual learning and the achievement of group goals

•     IK1.O2X    describe the interpersonal and teamwork skills necessary for effective group work at school and in the workplace

•     LS2.O1X    demonstrate an understanding of different learning theories and concepts

 

Planning Notes

The teacher needs to be aware of the ongoing development of the roles, relationships and dynamics within a group. A variety of group activities that include “getting to know you”, trust, empathy and co-operative activities may be used to help students become comfortable working in groups. (See resources for this activity.)

The teacher considers and plans accordingly for students who, because of range of issues – behaviour, esteem, learning ability, etc., may need to work in smaller groups or groups of a homogeneous nature to be successful.

The teacher may wish to co-ordinate these activities with grade 9 teacher advisers who may have a similar focus in September of each year.

 

Prior Knowledge Required

• experience in cooperative groups

 

Teaching / Learning Strategies

1.   Involve students in a cooperative group activity: In teams of 4-6,

•   create a group symbol or CD cover that reflects the group and the individual students in it.

•   assign roles for each team member (e.g, #1: materials manager, #2: artist – designer, #3: timekeeper, #4 makes sure all in group are included, #5: presenter, #6: co-presenter).

•   each group presents its symbol / CD cover.

•   students individually reflect on what they have learned – about each other and the group goal that was accomplished.

•   provide a definition of reflection, some reflection questions and model ‘reflection’ frequently for the class (see Unit 1, Activity 1, Appendix A).

2.   Ask the groups: What caused your group to work well? What inhibited the work of the group?

•   List other situations that require group or team work. e.g., a jury, a sports team, a TV news team, a car manufacturing plant, the emergency room in a hospital. Using a graphic organizer, teach ‘brainstorming’ (e.g., mind map, see Unit 1, Activity 1, Appendix A) - generating ideas on a selected concept where students build on others’ ideas without judging them. Have each group brainstorm the skills and processes required for one of these specific teams to be successful.

•   Teach students to sort and classify. (Collect data, label similar items in a group, use the same pattern to add others.) Use a graphic organizer to illustrate the process. See Unit 1, Activity 1, Appendix A.

•   Have students classify the skills and processes generated into some categories, e.g., listening skills, processes for negotiating and reaching consensus, processes for determining roles, leadership skills, organizing skills).

 

Assessment / Evaluation

1.   IK1.O2X

     Create cooperative groups of 4 students who work together to design a role play that illustrates at least 5 skills required for effective groupwork. Other groups determine which skills are being role played. (formative; tool: selected response)

 

2.   IK1.O2X

     Students in these groups list the skills required for their role play group to work effectively and identify those that were used to help the group function effectively and those that were missing that could have helped the group do better work, e.g. staying on task, seeking consensus, contributing ideas, handling disagreements positively. (formative; tool: checklist)

 

3.   IK1.O1X      

     As a group, students determine what processes lead to the accomplishment of the group goal and to any individual learning. Groups list the processes on chart paper and post them. Individual students generate a written reflection of the ways that group processes and interpersonal skills impact their own learning in and out of school. Reflection must include specific, real examples of how the student’s learning or achievement has been / will or could be affected by an effectively working group. (formative; tool: constructed response)

 

4.   LS2.O1X

     Students determine opportunities to use brainstorming (creative thinking) and sorting and

classifying (critical thinking) in other subjects, select an opportunity, apply the skills and bring evidence of application (use of a graphic organizer to facilitate the thinking) of these to Learning Strategies 1 class. Assessment criteria: use of a graphic organizer, effectiveness of the strategy. Students reflect on their use of the thinking skills strategy and determine opportunities for future use. See rubric – Appendix A. At a later date, this evidence will be placed in section 2 of the student’s portfolio: Application of Knowledge and Skills. (formative; tool: graphic organizers; rubric)

 

Resources

1.  Fogarty, Robin and Bellanca, James. Patterns for Thinking, Patterns for Transfer, Arlington Heights: IRI / Skylight Training and Publishing, 1991.

2.  OSSTF. Grass Roots II. Toronto: OSSTF, 1993.

3.  Johnstone, Keith. Don’t Be Prepared. Calgary: Loose Moose Theatre Company, 1994.

4.   Hobbs, Ann and White, Dr. James. Empowering Ourselves Together. Wentworth County Board of Education, 1993.

 

 

Appendix A

 

Questions That Encourage Reflection

 

Teacher Questions

1.   What were you expected to do?

2.   What did you do well?

3.   If you had to do the task again, what would you do differently?

4.   What assistance do you need from the teacher?

5.   Is there anything else you need to know?

 

PMI

(Plus)                     What was good about the activity or experience?

(Minus)                   What was not good about the activity or experience?

(Interesting)            What was interesting about the activity or experience?

 

What?, So What?, Now What?, What Else?

1.   What did I do?

2.   What skills and / or knowledge did I use or learn?

3.   Why was I trying to do it?

4.   Where else can I apply what I learned?

5.   What next steps can I take?

 

Graphic Organizers

 

                            Mind Map                                                  Venn Diagram – to sort & classify

 

 

Rubric: Reflection; Application and Transfer of Knowledge & Skills

Level 1

Level 2

Level 3

Level 4

Outlines application of knowledge and/or skill with little detail

Describes application of knowledge and/or skill concisely with some detail; identifies the areas of learning that were applied

Describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present context only

Describes in detail the application of knowledge and/or skill clearly and concisely; identifies the areas of learning that were applied; relates learning to the present, past and future contexts

Reflection relates more to feeling about evidence (likes and dislikes) rather than to knowledge about personal growth

Reflection is about learning but is superficial

Reflection shows insight into own learning, plans are included for further development (goal setting, action plans, etc.)

Reflection includes assessment of own learning as well as specific plans for further development (goal setting, action plans, etc.)

 

Activity # 2          What does my personal profile look like?

 

Time:                   350 minutes

 

Description

Students are introduced to the concept of learning styles in the areas of personal strengths and preferences, as well as the social and environmental factors that influence their learning. Students create their initial personal profile which will eventually form part of their personal portfolio.

 

Strand(s) and Expectations

 

Strand:      Personal Knowledge and Management

 

Overall Expectations:

At the end of Grade 9, students will:

•     PKV.O1X explain how their competencies and interests affect their learning

•     PKV.O2X describe and evaluate the ways they learn best

 

Specific Expectations

Students will:

•     PK1.O1X   produce a personal profile of their competencies and interests and explain how these affect their attitude towards learning

•     PK2.O4X   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

Teachers need to understand the concept of portfolios as vehicles for students to gather evidence of their ongoing growth and achievement. See sample resources in this activity.

The portfolio for the course might be organized as follows:

Section 1:          Personal Profile (Learning About Myself)

Section 2:          Application of Knowledge and Skills (organized according to each of the strands in the course: Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills)

Section 3:          Goals and Plans (Planning for Learning)

Prior to the activity, the teacher needs to gather a variety of learning styles inventories and select appropriate inventories for students in Learning Strategies 1. Choice may be based on reading level as well as length, depth and sophistication of the inventory.

 

Teaching / Learning Strategies

1.   Think / Pair / Share:

Ask students to think about a subject area, class or recreational activity in which they feel confident as learners. Students describe the subject/activity, what they like about it and what their strength is in the area.

•     Students share their experiences with a partner and then, if desired, with the larger group.

•     Ask students to make a personal list of ways that they think they learn best, the conditions under which they learn best and the tasks and/or subjects in which they feel the most confident.

Use this activity to introduce the concept of learning styles – perceptual preferences, social factors, environmental factors, motivational/interest factors (relevance and meaning).

 

2.   Learning Styles Inventory or Questionnaire

•     Over 3 or 4 periods, have students complete a learning styles inventory that addresses perceptual preferences (auditory, visual, kinesthetic), environmental factors (sound, light, temperature, time of day, location), and social factors (self, pair, small group, large group/class, teacher).

•     Ask students to determine whether there is a relationship between the learning factors and preferences and their most preferred subjects/tasks. Students can express this relationship using a graphic organizer that assists in illustrating cause and effect.

 

3.   Personal Profile

•     Students create a personal profile that will later be introduced as the Personal Profile (Learning About Myself) section in their portfolio. The profile includes the student’s learning/perceptual preference(s), with social and environmental factors that promote learning. Information on personal skills and interests may also have emerged in the above two activities and can be included in the profile.

 

4.   Using Strengths to Overcome Challenges

      Group students according to auditory, visual or kinesthetic preferences. In their groups, have students brainstorm ways to use their strength to accommodate their less dominant preferences. Consider the potential implications of a teaching style that does/does not match a student’s learning preference. Focus the groups with the following questions:

•     How does one use a dominant visual preference when listening to a lecture? (e.g., use charts and diagrams in note-taking, ask the teacher to outline the main points on the board, etc.)

•     What strategies can be devised by a group with auditory preferences to adapt to a class and teacher with a visual preference?

•     What strategies can be devised by a group of students with a kinesthetic learning preference for learning in a class with a predominant lecture/reading/writing focus?

 

Assessment / Evaluation

1.   PK1.O1X

      Students create a personal profile. On an attached page, students draw conclusions about their learning style in terms of their favourite subjects and the subjects in which they are most successful. (formative; tool: checklist of contents – learning styles inventory results, connections made to subjects, rationale for conclusions)

 

2.   PKV.O2X

Groups of students with similar learning styles build, draw or describe (orally or in writing) their ideal classroom. Factors taken into consideration for design must include: learning / perceptual preference – teaching style, social and environmental factors. Students may also match the classroom to interests and strengths. Each student in the group must be able to explain the features of the classroom in terms of their learning preferences. (Formative tool: rubric that includes the following criteria: alignment of features with learning style, variety of factors that influence learning, depth of understanding of personal preferences, clarity of explanation)

 

3.   PK2.O4X

Individually, students refine the learning strategy lists created in #4 according to their specific preferences and share with a teacher and/or a peer for further refinement. Students determine a situation in which one of these strategies can be applied, apply the strategy and document the results. (Reflection in portfolio; tool: rubric – Unit 1, Activity 1, Appendix A.)

 

Resources

1.   Canada Career Consortium. Canada Prospects. Build Your Knowledge at Warp Speed. Human Resources Development Canada, 1998-99. (http://www.careerccc.org/english/canada_prospects_98-99/career_curiosity/4.html)

2.   Danielson, Charlotte. An Introduction to Using Portfolios in the Classroom. Alexandria: Association for Supervision and Curriculum Development, 1997.

3.   Fogarty, Robin, ed. Student Portfolios. Arlington Heights: IRI / Skylight Training and Publishing, 1996.

4.   OSSTF. Celebrating Differences: Teaching and Learning Styles, Toronto, OSSTF, 1986.

 

Glossary

A portfolio is a purposeful collection of student work that illustrates the student’s efforts, progress, and achievement in one or more areas. The process of creating a portfolio includes student participation in selecting contents, the criteria for selection, the criteria for assessment and evidence of student self reflection.

 

 

Activity #3:         What does learning have to do with success?

 

Time:                   280 minutes

 

Description

Students synthesize their interpretations of success, the factors that influence success and the skills that are critical to success at school and in the workplace in a short presentation to the class. Discussion is focused on success as the achievement of personal goals. Students learn and practise a variety of communication skills (interviewing, listening and presenting) as they carry out their research.

 

Strand(s) and Expectations

 

Strands: Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills

 

Overall Expectations

At the end of Grade 9, students will:

•     LSV.01X    demonstrate and use an increasing variety of literacy and numeracy skills

•     PKV.O3X  identify and define the personal management skills, habits and characteristics required for success in high school

•     IKV.O2X    use interpersonal and teamwork skills effectively in learning environments

 

Specific Expectations

Students will:

•     LS1.01X     demonstrate effective use of strategies to improve literacy (e.g. vocabulary, general knowledge, and language development techniques)

•     LS2.O1X    demonstrate an understanding of different learning theories and concepts

•     PK2.O1X   describe a variety of personal management skills, habits and characteristics that contribute to success in high school

•     IKI.O4X     use interpersonal and teamwork skills effectively and appropriately in school and in community-based learning activities

 

Planning Notes

Teacher gathers examples of a variety of ‘successful people’ spanning a range of situations, occupations and cultures. The teacher leads the discussion of success by focusing on success as ‘achievement of personal goals’.

 

Teaching / Learning Strategies

1.   The Meaning of Success

•     Students generate the names of a variety of ‘successful’ people. The teacher may wish to supplement the student list with a few ‘ordinary, average, everyday’ people who are very successful in terms of their aspirations. Initiate a discussion around ‘success’: What is it? (consider using an attribute wheel as a graphic organizer, see Unit 1, Activity 4, Appendix A) How does one know when one is successful? How is success achieved? What does learning have to do with success? How does one know when and what to learn next?

•     Students work in groups of two or three on the following task:

–    interview three or more adults from the community, using the questions outlined as the basis for the interview

–    summarize responses to the questions.

•     Review / teach students or have students generate a list of the tips for interviewing, active listening and presenting to a group. If students will be conducting telephone interviews, review telephone etiquette.

•     Students use a mind map to brainstorm the vocabulary associated with the job or interests of the person whom they are interviewing. Students begin a personal glossary in their notebooks.

•     Students, assisted by the teacher, create a summary of important points to remember for each of interviewing, active listening, presenting and telephone etiquette. Role play the scenarios as time permits. Students assess themselves and each other according to the items in the summaries that they created. (e.g. correct use of vocabulary, manners, clarity of presentation, etc.) The items can be placed on a checklist for each of interviewing, active listening, presenting and telephone etiquette.

•     Synthesize the information and present to the class (written, oral or chart form) using examples from the interview to back up conclusions.

•     After the sharing of information, the teacher reaffirms the importance of attitude, motivation, goal setting and learning the skills and knowledge required to achieve the goal. Focus student thinking by categorizing skills for success as learning skills and strategies, interpersonal skills and personal management skills.

 

2.   Success in School

•     Students discuss what success in school looks like and use categories (e.g., learning skills and strategies, interpersonal skills and personal management skills) to brainstorm skills and personal qualities required for success.

 

3.   Learning the Skills for Success

•     Ask students to think about the last time they learned something significant – in or out of school. Ask them to recall what they learned, where they learned it, why they learned it and who was with them when they learned it. e.g., “the cheat codes for a computer game, on the Internet, by myself, in my home because I wanted to be able to beat a level on the game”.

•     Students determine what was important for their learning to occur – meaningful, relevant, in an enjoyable context, ability to easily process information, a good reason for learning, and an opportunity to practise what was learned.

•     The teacher provides information regarding the learning process:

–    learning occurs in context, with input preferences (e.g., visual, auditory, kinesthetic), by processing it and then reacting to it

–    applying knowledge and skills requires practice, feedback from self and/or others, thoughtful reflection that focuses on areas for improvement and future application.

•     Students describe the learning process that occurred when they applied the skills for active listening in their interview and reflect on their active listening experience using the “What?, So What? Now What? What Else?” framework provided in Unit 1, Activity 1, Appendix A.

 

Assessment / Evaluation

1.   LS2.O1X          Inquiry – Personal Learning Process

Students model thoughtful reflection in their application of interpersonal skills: interviewing, active listening, telephone etiquette and presenting by routinely asking themselves the 4 questions: What? So What? Now What? What Else? As these skills are applied in other settings (e.g. English class), students collect evidence of the application (e.g. a journal entry, a teacher or peer assessment on a checklist), bring the evidence to class, reflect using the four questions and place the evidence and reflection in their portfolios. (formative; tool: see rubric Unit 1, Activity 1, Appendix A)

 

2.   IKI.O4X           Interpersonal Skills: Communication

      Students use a checklist to assess their skills in interviewing, active listening and telephone etiquette. (formative: tool: checklist - components as generated by students in #1 above for each category)

 

3.   LS1.01X           Vocabulary Development

      Students contribute five words to the class ‘Word Wall’ which changes regularly with class topics and maintain a personal glossary in their notebooks. (formative; tool: checklist that includes a check for spelling accuracy, regular updates of personal glossary)

 

4.   PK2.O1X         Personal Management Skills, Habits, Characteristics

In groups of three, design a Tips for Success poster for grade eight students. Include a variety of personal management skills, habits and characteristics. Use vocabulary that is appropriate for the topic.  (summative; tool: rubric with criteria for appropriate vocabulary, at least five personal management skills with relationship to success clearly illustrated, active listening during group work, individual accountability)

 

Resources

1.   Crutsinger, Carla. Thinking Smarter. Carrollton: Brainworks, Inc., 1992.

 

 

Activity #4:         How do I work and communicate effectively in my group?

 

Time:                   210 minutes

 

Description

Students have the opportunity to practice a variety of communication and teamwork skills in large and small group settings. Students learn various ways to read for understanding.

 

Strand(s) and Expectations

 

Strands:           Interpersonal Knowledge and Skills, Learning Skills

 

Overall Expectations

At the end of Grade 9, students will:

•     IKV.O1X   describe the knowledge and skills needed for working effectively in groups

•     LSV.O1X   demonstrate and use an increasing variety of numeracy and literacy skills

 

Specific Expectations

Students will:

•     IK1.O2X    describe the interpersonal and teamwork skills necessary for effective group work at school and in the workplace

•     LS1.O2X    demonstrate effective use of reading strategies to improve understanding of text

 

Planning Notes

•     The teacher considers the strengths and abilities of individuals in structuring triads for student practice of communication skills.

•     For reference, the teacher gathers a variety of rating scales and checklists for communication skills and teamwork skills.

 

Teaching/Learning Strategies

1.   In a large group or as a class, students brainstorm some of the critical steps for listening effectively. Students can focus their thinking on the following: preparing for listening, avoiding poor listening habits and interpreting the message.

•     The teacher can role play or use a concept development strategy for each of the following skill sets. To help students understand the concept of each skill set, the teacher role plays or prepares senior students to role play, some ‘yes’ and ‘no’ examples for one skill set at a time until students identify the skill set and ideal attributes being role played:

•     giving and receiving instructions

•     paraphrasing

•     active listening

•     giving and receiving feedback

•     Students identify what the speaking or listening skill is and the attributes of carrying it out effectively. Students may transfer their learning to a sunshine or attribute wheel as a graphic organizer to illustrate attributes of each (See Unit 1, Activity 4, Appendix A) or create a simple checklist of things to remember.

 

2.   As a class, define the role of an observer and provide opportunities for students to practise being observers. In groups of three, students practise, and rotate, the role of listener, speaker, observer
      as they:

•     paraphrase

•     give and receive instructions

•     listen actively

•     give and receive feedback

 

3.   Students bring an article of interest from a newspaper or magazine to class. The teacher demonstrates two strategies for ‘study reading’ or ‘reading for facts’:

–    Mapping: the title of the article is placed in the centre of the map, details are added as they are encountered in the article (see Mind Map Graphic Organizer, Unit 1, Activity 1, Appendix A)

–    SQ4R – survey the text to get the big picture, self-question during the survey, read carefully, record the key points on paper, recite out loud what is learned from the reading, review or summarize the content of the reading

Students read their article for facts using one of the two strategies.

 

4.   Students suggest a variety of strategies to use in ‘listening for facts’. Students listen to a story read by the teacher and use the LQ2R strategy – listen, question (yourself), recite (information in your mind), and recap (summarize) for facts.

 

5.   In pairs, student A summarizes the content of his/her article for student B. Student B listens and reviews the main details. Students reverse role with Student B’s article.

 

Assessment / Evaluation

1.   IK1.O2X

      In pairs or triads, students role play one of the communicating and team work skills above. Other students identify the communication or teamwork skills and determine its effectiveness in the role play. Using a checklist or attribute wheel, students assess a peer for each of the communication and team work skills. Students add this peer assessment to their Personal Profile. (formative; tool: observation checklist)

 

2.   LS1.O2X

Students use the mind mapping or SQ4R strategy for material that has to be read for homework. Students bring in evidence of applying the strategy, place the evidence in their portfolio, and reflect on the effectiveness of the strategy and determine other situations in which these strategies can be used. Students may set goals for further use. (formative; tools: reflection rubric – Unit 1, Activity 1, Appendix A; constructed response)

 

 

Resources

1.   Sebranek, P.; Meyer, V.; Kemper, D.; and Van Rys, J. School to Work, A Student Handbook. Boston: D.C. Heath and Co., 1996.

 

Appendix A

 

Graphic Organizer

Sunshine or Attribute Wheel – used to indicate attributes of an idea, place or thing

 

 

 

 

Activity #5:         How do I organize for success?

 

Time:                   280 minutes

 

Description

Students learn how to use student planner, manage their time and set priorities. Students learn and practise note taking and study skills.

 

Strands and Expectations

 

Strands: Learning Skills, Personal Knowledge and Management Skills

 

Overall Expectations

At the end of Grade 9, students will:

•     LSV.02X    identify and describe learning theories and the learning and thinking skills required for success in high school

•     PKV.03X   identify and define the personal management skills, habits, and characteristics required for success in high school

 

Specific Expectations

The student will:

•     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

•     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

 

Planning Notes

•     Invite guest speakers (e.g. senior students, community & business representatives) to demonstrate their time management and organization strategies and illustrate the importance that these skills play in employment and community organizations.

•     Collect a variety of organizers as examples for students.

•     Research a variety of tips for note taking and studying. Several can be accessed from the ‘Career Gateway’ site at www.edu.on.ca/eng/career/explore.html.

•     Consider alternative note taking tips depending on the needs of some students e.g. audiotape lectures, note taking buddies who work with a peer to ensure complete notes, etc..

 

Teaching/Learning Strategies

1.   Time Management

Students will:

•   Track present time management habits by charting use of time over a period of one week.

•   Record use of time on a chart (days of the week across the top, time of day / evening along the side.

•   List specific activities in point form.

•   Use different colours on their chart to differentiate types of time: blue for non-negotiable time e.g. school, yellow for time committed to special interests and hobbies, green for study and homework time outside of school, red for unstructured leisure time and orange for sleep time.

•   Develop a time management plan for the coming week using a format that includes all non-negotiable, committed, study / homework and unstructured time. Include a daily ‘To Do’ list which differentiates ‘Must Do’, ‘Should Do’ and ‘Would Like to Do”.

•   Follow the plan for one week. At the end of each day, make notes in the planner that indicate a) what was accomplished, b) where time was used not as intended, and c) any revisions to time allocation for the next day. For the week and possibly for the duration of the course, select a peer to sign the planner each day if these notes and updates have been attended to.

•   At the end of the week, determine what reasonable changes can be made to their weekly time management plan to ensure study time and preparation for class and outline orally to their buddy or in writing, how they will go about implementing any changes.

2.   Note Taking Skills

•     To create interest in note taking strategies and to provide a group strategy for active listening and note taking, select a short topic as the basis of a five-minute lecture. Have students divide into 4 groups and listen to the lecture:

Group 1: questioners            - will develop two questions about the material covered in the lecture

Group 2: agree-ers   - will determine two points they find helpful in the lecture

Group 3: nay-sayers             - will find two points they disagree with in the lecture

Group 4: example givers       - will give two examples of the way the material can be applied or used

After the lecture, call on each team to present their views.

•     To focus discussion on note taking, create a short true/false pre-test on note taking. e.g.

–    Reorganizing portions of your notes after a lecture is a waste of time (F)

–    Leave blank spaces when you miss important information (T)

–    Summarize the main ideas; list only the most important details. (T)

–    Good notes will eliminate the need to review (F)

–    Draw simple charts or diagrams to make ideas clearer (T)

–    Jot down any personal observations so that the notes have personal meaning (T)

–    Don’t ask questions if you don’t understand –keep writing in case you miss something (F)

–    Use a special system of marking your notes to emphasize important information (underline, star, check, indent) (T)

–    Never summarize information that is written on the board or on an overhead (F)

–    The more detailed the notes, the more you’ll be able to learn and remember (F)

•     Discuss each statement as the test is debriefed.

•     Discuss what note taking requires – listening, interpreting, evaluating, summarizing and writing.

•     Students practise three methods of note taking as the teacher reads a short essay or newspaper article.

–    Three Columns - used when there is an accompanying textbook or teacher notes

Columns are labeled “Diagrams”, “Lecture Notes” and “Text Notes”. The Diagrams and Text columns are completed after the initial note taking to boost recall and understanding.

–    Outline - students jot down main topics, sub topics and headings. Point form is used.

–    Mapping - students capture main and sub topics on a mind map.

•     Have pairs of students determine additional note taking tips and give an extended example for each.

3.   Study Skills

Students will:

•     work in cooperative groups of four to determine five tips for studying.

•     record their list on chart paper; share with the class.

•     discuss a list of tips given by the teacher e.g. “Study Tactics Checklist” from study skills. (http://www.coun.uvic.ca/learn/program/hndouts/chklst.html)

 

Assessment / Evaluation

1.   PK2.02X

      Students apply their plans for time management as outlined in their student planner or on a planning chart that they have devised. A peer buddy notes daily on a checklist whether the student has an outline of plans for the given day, whether the plans include revisions as a result of unfinished business from previous days and whether the plans indicate what items have been accomplished. This checklist, at the end of the week, month or term, can be put in the student portfolio as evidence of time management skills. (formative, tool: checklist)

 

2.   LS2.04X

      Students outline the benefits of the note taking methods, “3 Columns”, “Mapping” or “Outlining” in relation to the subjects they are taking and the type of instruction they are receiving in each. Students use one of the note taking strategies in a school subject or to summarize a documentary TV show of their choice. Students bring their notes to Learning Strategies 1 class and explain them to a peer buddy. The peer asks questions, probes for details and completes a quick checklist (peer assessment) that includes the following: complete summary, detailed answers to questions, apparent understanding of concepts. (formative; tools: peer checklist; teacher assessment of note-taking – constructed response )

 

3.   LS2.03X

      Students select relevant study tips to apply and note these plans in the Goals and Planning section of their portfolio. Students keep a personal study log for a period of time before a test in one of their subjects and record their progress using the selected strategies. The test or quiz as well as the on-going study log can be used as evidence of application of the study tips and placed in the student’s portfolio in the Application of Knowledge and Skills section. (formative, tool: reflection rubric, Activity 1, Appendix 1)

 

4.   Students sort through the evidence that they have collected in their portfolios and select 5 pieces of work that demonstrate the following:

•     ability to work as an effective group member,

•     understanding and application of their learning styles,

•     understanding of success,

•     application of study skills (SQ4R, LQ2R, note-taking, etc.),

•     application of a personal management strategy that the student has learned or refined that is currently contributing to the school success.

Students must be able to articulate why they chose the evidence, what learning it represents and possible next steps. (Summative; tools: student led portfolio conference) Rubric criteria for conference includes understanding of concepts, suitability and quality of evidence chosen, clarity of communication, communication appropriate to audience, evidence of ability to transfer skills and ideas to different contexts)

 

Resources

1.   Ellis, Dave. Becoming a Master Student. 2nd edition, Boston: Houghton Mifflen Co., 1998.

2.   Fleet, J.; Goodchild, F.; and Zajchowski, R. Learning for Success: Skills and Strategies for Canadian Students. Harcourt Brace & Co., 1994.

3.   Ontario Ministry of Education. Career Gateway. http://www.edu.on.ca/eng/career/explore.html

4.   University of Victoria. Study Tactics Checklist. http://www.coun.uvic.ca/learn/program/hndouts/chklst.html

 

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