Course Profile
Learning Strategies 1: Skills
for Success in Secondary School, Grade 9 open, Public
Unit #2: Me! ...As a Learner
Activity
1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
Time: 18 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
begin the development of a portfolio that documents their learning in the areas
of learning skills, personal knowledge and management skills and interpersonal
knowledge and skills. They will continue to update their personal profile and
make plans for future growth. Students will use the inquiry model to
investigate a school or community based activity that is of potential interest
to them. Results of the inquiry will be shared through small group
presentations. Literacy skills will be further developed in a written report on
the research.
Strand(s) & Expectations
Strands: Learning Skills, Personal Knowledge and Management Skills,
Interpersonal Knowledge and Skills
Overall Expectations: LSV.01X,
LSV.02X, LSV.03X, PKV.01X, PKV.02X, PKV.05X, IKV.02X, IKV.04X
Specific Expectations: LS1.01X, LS2.01X, LS2.02X,
LS3.05X, LS2.07X, IK2.04, PK1.02X, PK1.03X, PK1.04X, PK2.04X, LS1.03X, IK1.04X
Activity Titles
|
Activity 1 |
How can I document my
growth as a learner? |
140 minutes |
|
Activity 2 |
What do I know about
myself as a learner? |
210 minutes |
|
Activity 3 |
How can I use my strengths
to meet my goals and manage my challenges? |
350 minutes |
|
Activity 4 |
What skills can I use to
become an effective group member? |
210 minutes |
|
Activity 5 |
How can I create a network
of mentors? |
350 minutes |
Unit Planning Notes
1. The teacher assists students on an ongoing basis with literacy and
numeracy strategies as needed.
2. Students regularly update their portfolios and maintain their
student planners. The teacher assists and monitors students as needed.
3. Students are consistently encouraged to apply the strategies and skills learned in this course in their other coursework. The teacher may wish to encourage students to communicate evidence of this cross-curricular application to their teacher advisers.
Prior Knowledge Required
Unit 1
Teaching / Learning Strategies
questioning, simulation, demonstration, use of graphic organizers,
researching, role playing, student inquiry
Assessment/Evaluation
|
TOOL |
PURPOSE |
WHO |
ACTIVITY |
|
rubric |
formative |
teacher, self |
#1 (portfolio, documenting
learning, personal inquiry) |
|
constructed response |
formative |
teacher |
#2 (learning theory) |
|
rubric |
summative |
teacher |
#3 research / report /
presentation |
|
quiz |
formative |
teacher |
#4 problem solving |
|
constructed response,
rubric |
formative |
teacher |
#4 problem - solving
simulation |
|
selected response |
formative |
teacher |
#5 mentor role |
|
checklist |
formative |
teacher |
#5 mentor directory |
|
rubric |
summative |
teacher |
#5 learning strategies |
Resources
1. Bellanca, J.; Chapman, C.; and Schwartz, E. Multiple
Assessments for Multiple Intelligences. Arlington Heights: IRI / Skylight
Training and Publishing, 1994.
2. Butler, S.; and Misener, J. Exploring Your
Horizons. Toronto: McGraw Hill Ryerson Limited, 1998.
3. Halton District School Board. Information Technology
Standards. Burlington: Halton District School Board, 1998.
4. Jensen, Eric. Teaching with the Brain in Mind.
Alexandria: Association for Supervision and Curriculum Development, 1998.
5. Parry, T.; and Gregory, G. Designing Brain
Compatible Learning. Arlington Heights: IRI / Skylight Training and
Publishing,1998.
Activity #1: How can I
document my growth as a learner?
Time: 140 minutes
Description
The focus of this activity is to guide student efforts in the organization of their portfolios. Students brainstorm and discuss real life examples and purposes of organizational strategies and materials management. Students apply this knowledge to the organization of their own portfolios as they sort, classify and document evidence of their own learning.
Strands and Expectations
Strands: Learning Skills, Personal Knowledge & Management Skills
Overall Expectations
At the end of Grade 9,
students will:
LSV.03X demonstrate
effective use of learning and thinking strategies and effective use of
technology to enhance their research, learning and presentation
skills
PKV.05X demonstrate the
effective use of personal management skills in a variety of settings
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)
PK2.04X describe and
document their own personal management strengths and challenges
LS2.02X use the inquiry
/ research process effectively
Planning Notes
Suggested Portfolio
Components:
Section 1: Personal Profile Learning About
Myself
Section 2: Applying Knowledge & Skills
Applying My Learning in 3 Areas:
Personal Knowledge &
Management Skills, Learning Skills, Interpersonal Knowledge and Skills
Section 3: Setting Goals & Planning Planning
for Learning
Resources (e.g., dividers,
binders, folders, etc.) will be required for this activity.
The teacher needs to assist less self-directed students through the portfolio process by helping them determine ways to apply their learning, how to collect evidence of their learning and determine focuses for future learning.
Prior Knowledge Required
Student portfolio set up as
in Unit 1, Activity 2
Students have collected
evidence of their learning over a variety of activities in Unit 1:
use of brainstorming, classifying and synthesizing strategies
use of learning strengths to overcome challenges
use of study tips, note taking skills, etc.
Teaching / Learning Strategies
1. Organizing: Sorting, Classifying, Sequencing
Brainstorm a list of things that are organized into sections
or units (e.g., newspapers, books, the Internet, library, computer desktops,
supermarkets, science notebook, etc.) Discuss how these are organized (e.g.,
sequentially, sorted according to categories) and some of the attributes of
organization (e.g., table of contents, sequenced in numerical, alpha,
chronological order). Students generate these attributes using an attribute
wheel as a graphic organizer.
Students determine ways of organizing a variety of items. e.g.,
science notes, their rooms, CDs, ideas, etc. and discover ways of classifying,
sorting and sequencing them.
Students refer to the areas of learning in this course and the
evidence of learning that they collected in Unit 1 (thinking skills in Activity
1, learning strategies based on their learning style in Activity 2,
communication skills in Activity 3, reading strategies in Activity 4 and time
management skills in Activity 5) Students sort this learning into the following
categories: (1) Personal Knowledge & Management Skills, (2) Learning
Skills, (3) Interpersonal Knowledge and Skills.
Explain to the students that this is Section 2 of their
portfolio.
Discuss the other 2 sections of portfolio (Section 1: Personal
Profile Learning About Myself and Section 3: Setting Goals & Planning
Planning for Learning) and help students determine what aspects of their work can
fit in each section.
2. Collect, Select, Reflect: Students place their previously
collected evidence in their portfolio and determine the best pieces of evidence
for particular categories. The teacher may refer to this as the collect and
select process. Students attach their personal reflections or afterthoughts
to each piece of evidence. This is the reflect part of the process. (Why did
I select this item to be in my portfolio? What did I learn? What might I do
differently next time? Where else can I apply this learning? Or refer to the
reflection questions outlined in Unit 1, Activity 1, Appendix A)
Assessment / Evaluation
1. PK2.04X
Students find ways to
document their developing time management skills, collect a variety of items that
indicate use of these skills and select those that are best examples (e.g.,
of past and present practice). (formative; tool: Portfolio and Portfolio
Process rubric: criteria organization and process) See Unit 2, Activity 1,
Appendix A.
2. LS3.05X
Students sort the contents
of their portfolios into the three sections and create ways of organizing the
information so that it makes sense to self and others. e.g., tables of contents
, explanatory notes. Evidence is placed in the portfolio as proof of learning
and represents the students application of knowledge and / or skills. Students
select pieces of evidence that reflect learning over time past through
present. (formative; tool: Portfolio and Portfolio Process rubric: criteria
organization and evidence) See Unit 2, Activity 1, Appendix A.
3. LS2.02X
Students routinely reflect
on their application of knowledge and skills as an ongoing inquiry or
investigation of their personal learning. Students reflect on their application
of time management skills, determine how successful they have been, determine
other contexts in which these skills can be used and offer suggestions for
future use. (formative; tools : Portfolio and Portfolio Process rubric:
criteria process, thinking about learning- Unit 2, Activity 1,Appendix A;
Reflection Rubric Unit 1, Activity 1, Appendix A)
Appendix A
Rubric: Portfolio and the Portfolio Process
|
CRITERIA |
LEVEL 1 |
LEVEL 2 |
LEVEL 3 |
LEVEL 4 |
|
Organization |
Portfolio has few entries;
evidence is unsorted |
Portfolio has some
entries; some evidence has been sorted into categories Portfolio has aspects
which contribute to organization table of contents, a log that indicates
when items have been entered and / or taken out |
Portfolio has many
entries; evidence has been sorted into categories with an explanation of why
it was chosen Portfolio has aspects
which contribute to organization table of contents, a log that indicates
when items have been entered and / or taken out |
Portfolio has many
entries; evidence has been sorted into categories with an explanation of why
it was chosen Evidence selected reflects
a variety of reasons for choice best piece, best process, shows progress,
least growth, etc. Portfolio has aspects
which contribute to organization table of contents, a log that indicates
when items have been entered and / or taken out |
|
Evidence |
Evidence is limited or
scattered and relates minimally to area of learning |
Several pieces of
evidence; some samples relate minimally to area of learning |
Several pieces of
evidence; most have a clear relationship to area of learning |
Several pieces of
evidence; all have a clear relationship to area of learning |
|
Process |
Portfolio has little
evidence of collect, select and reflect process |
Portfolio has some
evidence of collect, select and reflect process |
Portfolio has much
evidence of collect, select and reflect process |
Portfolio has consistent
evidence of collect, select and reflect process |
|
Thinking
About Learning |
Reflections indicate
little self assessment and thoughts around future applications of this
learning |
Reflections indicate some
self assessment and thoughts around future applications of this learning |
Reflections indicate frequent
self assessment, thoughts around future applications of this learning &
ideas for using the learning in other contexts. |
Reflections indicate
consistent self assessment, thoughts around future applications of this
learning & ideas for using the learning in other contexts. |
Activity #2: What Do I
Know About Myself As A Learner?
Time: 210 minutes
Description
Students will explore the
concept of intelligence and the theory of multiple intelligences as it relates
to their learning in school. Students will examine ways of using their
strengths in a variety of situations, ways of effectively demonstrating their
learning in a variety of subject areas and how they can use their strengths to
overcome learning challenges.
Strand(s) and Expectations
Strands: Learning Skills, Personal Knowledge and Management
Overall Expectations
At the end of grade 9,
students will:
PKV.01X explain how their
competencies and interests affect their learning
PKV.02X describe and evaluate
the ways they learn best
LSV.02X identify and
describe learning theories and the learning and thinking skills required for
success in high school
Specific Expectations
Students will:
PK1.02X identify and
describe their learning preferences by using a variety of assessment strategies
(ie., formal and informal
inventories)
PK1.03X describe their
most effective ways of demonstrating learning (e.g., writing, oral
presentation, performance, graphical presentation) and identify those they need
to improve
PK1.04X identify how the
ways of learning with which they are less successful are required in a variety
of learning situations and describe how they adapt to these situations
LS2.01X demonstrate an
understanding of different learning theories and concepts
Planning Notes
Teachers need to become familiar with Multiple Intelligences
theory. See Resources.
Teachers are to avoid generalizations, labelling and
stereotypes. There is not a best learning style or best intelligence.
Indicate that intelligence is not fixed and that all of ones intelligences
can grow and develop over time depending on ones experiences.
Place an emphasis on the practical application of a learning
strength rather than the knowledge of the theory.
The learning activities are designed so that students first
explore the theory, practise using their learning strengths and preferences,
apply their learning strengths in a selected subject area and learn from their
experience.
Teachers are encouraged to assist students in setting up
opportunities to meet with their other subject teachers to share what they know
about themselves as learners. Other teachers can be encouraged to provide
opportunities for students to demonstrate their learning in ways that they are
most successful.
Teaching / Learning Strategies
1. Students will:
brainstorm the definition of intelligence (in groups, report back to
class, display around class)
explore a variety of intelligences as presented by the teacher: e.g.
prodigies, savants, gifted students, developmentally challenged
refine and share their definitions
The teacher leads a discussion of intelligence, the origin of intelligence, intelligence quotient (I.Q.), and intelligence testing.
2. Students will:
brainstorm the definition of multiple intelligence (in groups, report
and chart initial definitions).
use an inventory to identify their dominant intelligences.
explore each of the intelligences in an introductory activity:
verbal linguistic: write or tell a summary of a recent TV show you saw
interpersonal: discuss with a partner a recent TV show seen and liked
logical mathematical: sequence the events of a recent TV show in
chronological order
musical rhythmic: create a chant or rap that advertises the TV show
visualize the sequence of events in a TV show that was recently seen
intrapersonal: think about why a favourite TV show is liked
kinesthetic: in pairs, role play a scene from their favourite TV show
review theorist Howard Gardner and the multiple intelligences theory
(view video Common Miracles or discuss the concept of intelligence and
key features of each intelligence as outlined in any of the resources).
work in small groups (3-4) of similar dominant intelligences; create
and present an explanation of their dominant intelligence to the class. The
presentation should be an obvious demonstration of their dominant intelligence,
include examples of people with this dominant intelligence as well as a
description of the impact of this dominant intelligence on them as a student.
individually, list their three least dominant intelligences and
identify school subjects and related activities in which these intelligences
are frequently required. With a peer buddy or teacher, determine some possible
strategies to adapt to these situations.
An alternate activity might include a discussion of the benefits of
different intelligences in teamwork and, in later group work, structuring the
groups so that they have students with a variety of dominant intelligences.
Assessment / Evaluation
1. PK1.02X, PK1.03X
Students:
given the information learned in their Multiple Intelligences
inventory, create a pie or bar graph that represents their intelligences and
how they relate to each other (dominant, less dominant, etc.) The graphs can be
created on a computer or drawn by hand.
update the Personal Profile section of their portfolio with the
information learned about their intelligences; include the graph as a present
picture (evidence) of the ongoing growth and development of their
intelligences.
indicate their understanding of the multiple intelligences theory by
explaining the meaning of their intelligence graph orally to a peer or through
a written description on the graph itself.
2. PK1.04X, LS2.01X
Students:
create a chart that lists each of their current school subjects. Beside each subject, list an effective way of demonstrating their learning that makes use of their more dominant intelligences. (formative; tool: constructed response pie or bar graph, learning chart)
select a subject or subject area (e.g. geography, creative writing) in which they feel less successful than in others. List several requirements for success in the subject area. Brainstorm how they can use some of their strengths to meet these requirements. Work with a teacher or peer to detail a strategy to try next time. (formative; tool: constructed response)
Resources
1. Campbell, B.; Campbell, L.; and Dickinson, D. Teaching and Learning
Through Multiple Intelligences. Stanwood: New Horizons for Learning, 1992.
2. Common Miracles, The New American Revolution in
Learning (ABC News Special). MPI Home Video, 1993. 60 min. Distributed by SMA
Distributors or IRI / Skylight Training and Publishing.
3. Lazear, David. Seven Pathways of Learning. Tucson: Zephyr Press,
1994.
Activity #3: How Can I
Use My Strengths to Achieve My Goals and Manage My Challenges?
Time: 350 minutes
Description
Students use an inquiry process
to investigate a school or community-based opportunity that draws on their
identified strengths. Using technology, students share the results of their
research with the group to expand everyones perspective.
Strand(s) and Expectations
Strands: Learning Skills
Overall Expectations
At the end of grade 9,
students will:
LSV.01X eemonstrate and
use an increasing variety of numeracy and 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
Specific Expectations
Students will:
LS1.01X demonstrate
effective use of strategies to improve literacy (e.g., vocabulary, general
knowledge, and language development techniques)
LS2.07X use word
processing, graphics or presentation software effectively to enhance oral and
written presentation
LS2.02X use the
inquiry/research process effectively;
LS1.03X demonstrate
effective use of a variety of writing forms (e.g., expository, narrative,
letter, supported opinion) and use them effectively for a variety of purposes
Planning Notes
The teacher must be familiar with the word processing, graphics or
presentation software as well as the technology available to students.
The teacher selects an inquiry model that is used in the school or
district.
The teacher uses school and grade specific standards and criteria for
various writing forms, e.g., standard format for research paper.
The teacher may need to spend some time with a variety of students to
help them focus on their strengths and determine an area of interest in the
school or community where this strength(s) can be used.
Prior Knowledge Required
Grade 8 Writing: Overall
Expectation (The Ontario Curriculum, Grades 1-8, English, pg. 25)
communicate ideas and information for a variety of purposes and to
specific audiences, using forms appropriate to the form.
Grade 8 Oral and Visual
Communication: Specific Expectations (The Ontario Curriculum, Grades 1-8,
English, pg. 47)
use tone of voice and body language to clarify meaning during
presentations
adjust delivery to suit the size of different groups
use resource materials (e.g., visual aids) to illustrate ideas in
presentations.
Unit 2, Activity 2
expectations (documentation of growth as a learner)
Teaching / Learning Strategies
1. Students review their portfolio and summarize their interpersonal,
learning and personal management strengths. Students also identify aspects in these
areas that are particularly challenging for them. This data can be used to
update their Personal Profile and to set the stage for the students inquiry
process.
2. Students listen to guest speakers from volunteer agencies or
service clubs in the community and brainstorm opportunities and areas of
interest for possible school or community involvement.
3. Students identify which activities in the school or community
might be of interest in respect to student strengths and challenges identified
earlier. Students may choose an opportunity to strengthen skills in a
particular area (e.g., interpersonal) or choose an area of interest that relies
on the students strengths so that confidence is boosted.
4. Students are encouraged to build vocabulary in their areas of
interest and are given strategies to read for comprehension (e.g., context
clues synonyms, definitions, words in a series, cause and effect, etc.) when
exploring text-based resources (Internet, brochures, books, reports).
5. The teacher reviews the inquiry model with students. (See Appendix
A, this activity) Students investigate a school or community-based opportunity
that draws on their identified strengths or skills that they wish to improve.
Students present their inquiry in a written report and present their findings
to the larger group.
6. The teacher reviews with students possible forms for the written
research component of the student inquiry (e.g., expository, narrative, letter
of application or reference etc.) and reviews and coaches the students in their
use of technology for word processing and presentation purposes.
Assessment / Evaluation
LS1.01X, LS2.07X, LS2.02X,
LS1.03X:
1. Students use an inquiry process to research a community or school based
opportunity for potential involvement. Students present their inquiry in a
written form of their choice (expository, narrative, letter of application or
reference). Technology must be used to prepare the written presentation and can
be used for an oral and / or visual presentation their report. (e.g.,
PowerPoint) (summative; tool: rubric - see Appendix B.
2. Include results of research in portfolio as evidence of use of inquiry
model, technology, writing forms and application of literacy strategies.
(formative, tool: reflection rubric Unit 1, Activity 1, Appendix 1)
Resources
1. Halton District School Board. Information
Technology Standards. Burlington: Halton District School Board, 1998.
2. Ontario Ministry of Education. Research Study Skills Curriculum
Ideas for Teachers. Toronto: Ontario Ministry of Education, 1979.
Appendix A:
An Inquiry Model
|
|
Initial Experience: Question: Pose a question for the
investigation. Consider all the
Possibilities: Collection of Information - on each possibility Synthesis: Decision based on which
possibility answers question best. Presentation of Decision: Evaluation of data based on the
original question. |
Ontario Ministry of
Education. Research Study Skills Curriculum Ideas for Teachers. Toronto:
Ontario Ministry of Education, 1979.
Appendix B:
Rubric For Assessing Written Presentation of Inquiry,
Oral/Visual Presentation and Use of Technology
|
|
LEVEL 1 |
LEVEL 2 |
LEVEL 3 |
LEVEL 4 |
|
Written
Presentation |
Main idea is unclear. Little evidence of a
logical overall plan. Word choice is limited
for topic and type of writing Text shows many lapses in
fluency. Basic language
predominates. Weak command of grade appropriate spelling, punctuation
and grammar conventions. |
Main idea is recognizable but sense of purpose may be
unclear. Overall plan is present
but weak. Word choice is limited
for type of writing; some attempt to use vocabulary suited to topic Fair command of grade
appropriate spelling, punctuation and grammar conventions. |
Main idea is clear. Introduction and
conclusion usually relate to the main idea. Word choice is generally
appropriate to type of writing, vocabulary suited to topic Good command of grade appropriate
spelling, punctuation and grammar conventions. |
Main idea is very clear Text is interesting,
original and creative. Introduction and
conclusion are strong. Word choice is
appropriate to type of writing; vocabulary suited to topic Excellent command of
grade appropriate spelling, punctuation and grammar conventions. |
|
Oral/Visual
Presentation |
Presentation reflects
little preparation. Communicates ideas with
limited clarity. |
Presentation reflects
some preparation. Communicates ideas with
some clarity. |
Presentation reflects
some thought and attention to detail. Communicates ideas with
considerable clarity. |
Presentation reflects
thought and attention to detail. Communicates ideas with a
high degree of clarity and confidence. |
|
Communicating
Information with Technology |
Technology not used to
illustrate ideas. Requires extensive
support to use software and to produce a product that matches the intended
purpose and audience |
Satisfactory use of technology
to illustrate ideas. Requires some support to
use software and to produce a product that matches the intended purpose and
audience |
Good use of technology to
illustrate ideas. Requires little or no teacher
support to use software and to produce a product that matches the intended
purpose and audience |
Excellent use of
technology to illustrate ideas. Uses software creatively
and independently to produce a product that matches the intended purpose and
audience |
Activity #4: What
skills can I use to become a more effective group member?
Time: 210 minutes
Description
Students practise group and
teamwork skills through activities related to decision making and problem
solving.
Strand(s) and Expectations
Strand: Interpersonal Knowledge and Skills
Overall Expectations
At the end of Grade 9,
students will:
IKV.02X use
interpersonal and teamwork skills effectively and appropriately in learning
environments
Specific Expectations
Students will:
IK1.04X use
interpersonal and teamwork skills effectively and appropriately in school and
community based activities.
Planning Notes
The teacher selects a
problem-solving model to use and a variety of problem-solving activities that
explore a range of simple and complex situations. (See resources.) Students may
be grouped in smaller, homogeneous groups to work through problems at varied
levels of difficulty.
Teaching /Learning Strategies
1. What is a problem?
Ask students to identify problems that they experience on a daily basis
(both simple and complex problems from in and out of school).
Students describe ways they have dealt with some of these problems discuss
with a partner, share reflections with class make master list on board. What
has been effective? What has not been effective?
2. Divide students into groups of four or five. Provide groups with
fun, non-curricular problems to solve (puzzle, game, etc.). Students record the
steps that were taken in order to work towards a solution to the problem. What
was effective? What was not effective?
3. The Model
As a class, determine the steps that were taken in order to work toward
a solution to the problem agree on a class problem solving process.
Ask the question: Why is this process important when working in
groups?
Divide students into groups.
Provide groups with hypothetical real world problems related to
school (e.g., assignment is due tomorrow, student has not started assignment).
Provide students with a variety of other problem solving models
for comparison to the model they developed.
Assessment / Evaluation
IK1.04X
1. Students will identify the steps in problem solving in a quiz. e.g
stop all blaming
state problem clearly
consider help
study the problem
think of solutions
determine the best solution
follow through
(formative; tool: quiz)
IK1.04X
2. Students demonstrate their understanding of the problem-solving process
through participation in small group activities. Each group is presented with a
real life problem (What can
students do
. about gang violence?, petty theft from the gym change rooms? Help
a family in your community that has lost everything in a devastating fire,
etc.) The group must use the problem-solving process to work towards a
solution.
Each member of the group includes a copy of the group solution
to the problem in his / her portfolio and is accountable and prepared to
describe to the class how their group worked through the steps of the problem
solving process.
Each student attaches a written reflection to his/her copy of
the group solution: How well was the model used? How might the group have solved
the problem more easily? What changes would be made if the problem had to be
solved again?
(formative; tool:
observation checklist of problem solving steps; constructed response - written
solution; reflection rubric Unit 1, Activity 1, Appendix A)
Resources
1. Butler, S.; and Misener, J. Exploring Your Horizons. Toronto:
McGraw Hill Ryerson Limited, 1998.
2. De Bono, Edward. Mind Power. Toronto: Penguin Books, 1995.
3. Hobbs, Ann and White, Dr. James. Empowering Ourselves Together.
Wentworth County Board of
Education, 1993.
4. Kearns, T.; Pickering, C.; Twist, J. Managing Conflict.
Toronto: OSSTF, 1992.
5. OSSTF. Grass Roots II. Toronto: OSSTF, 1993.
Activity #5: How can I
create a network of mentors?
Time: 350 minutes
Description
Students explore the
benefits and purposes of mentors as a way of accessing assistance, advice and a
link to school and community resources. Students create a directory of mentors
in the community. As a culminating unit task, students choose an activity of
interest to learn and to share with another student.
Strand(s) and Expectations
Strands: Learning Skills,
Interpersonal Knowledge and Skills
Overall Expectations
At the end of grade 9,
students will:
LSV.03X demonstrate
effective use of learning and thinking strategies and effective use of
technology to enhance their research, learning and presentation
skills
IKV.04X demonstrate an
understanding of why, when, and how to utilize available school and community resources
to support their learning needs.
Specific Expectations
Students will:
IK2.04X explain the
role of the mentor and the benefits of having a mentor to support learning and
decision making.
Planning Notes
This activity explores the
potential of mentorship. For students who wish to establish a formal
relationship with a mentor, teachers:
must follow any district or school policies related to mentorship
ensure adherence to safety policies for community based activities
ensure that mentors are made aware of the role and time commitment
required
when appropriate, have students find their own mentors
formally recognize the contribution of mentors
Teaching / Learning Strategies
Concept of Mentor
1. Individually, have students create a mind map of all the
significant people in their life. Teachers could model this for students
indicating, teachers, brownie leader, rugby coach, religious leaders, family
member, peer etc..
2. Students will then identify the reasons why the people they
identified were significant in their life. Document on the mind map.
3. Have students post their mind map to create a classroom quilt of
all the mind maps. Point out to students the scope of support they have had.
4. What is a mentor? Have students brainstorm characteristics. Draw
comparison between mentor and significant people in their lives.
5. Have students create Venn diagrams to illustrate and
compare/contrast how significant people/mentors have impacted their lives.
6. Have students identify one situation where they could use a mentor
(e.g., need help with math or writing skills, finding a job at a summer camp,
someone who can teach them how to send electronic mail, how to snow board).
Students will submit their request anonymously.
7. Working through one mentor request at a time, survey the class for
resources they know and generate a classroom directory of mentors for each
request made. Illustrate for the students how they might continue to expand
their circle of influence as they reach out from the class and school to find
the appropriate mentor.
Community Resources
1. Invite a guest speaker to talk to students about what resources
they have to help young people in the community. (United Way, Youth Agencies, Salvation
Army, etc.).
2. Display a sample of directories (telephone book, business
directories, social service directories, Internet resources etc.) in the
classroom. Have students become familiar with these resources by having them
research where there would be appropriate help for a specific need.
Assessment / Evaluation
IK2.04X
1. Students articulate the role and benefits of a mentor and some sample
situations in which one might seek a mentor. (formative; tool: quiz selected
response)
IK2.04X
2. Students create a personal directory of mentors/resources that would
support their learning goals in the school and in the community. Directory
could be expanded throughout the course and included in the portfolio.
Assessment criteria: alignment of learning goal with experience / content of
resource, variety of resources/mentors sought, accuracy of information and
spelling, part of an action plan (formative; tool: checklist or rubric)
LSV.05X
3. Learn Something Show Someone: Students select a short activity
that they would like to learn and eventually share with someone else. (e.g., a
craft, a card game, the words to a favourite song, 5 notes on a trumpet, etc.)
Students develop a plan for learning that is based on their preferred ways of
learning, practise, applying the learning (show someone), documenting the
process and making plans for future learning.
(Summative; tool: rubric
with criteria for completeness, use of resources, application of personal
inquiry/learning process, application of ideas and skills required in task,
communication of learning task, reflection)
Resources
1. Alberta Advanced Education and Career Development. Lifesmarts. Edmonton:
Alberta Advanced Education and Career Development, 1995.
2. Butler, S.; and Misener, J. Exploring Your Horizons. Toronto:
McGraw Hill Ryerson Limited, 1998.
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