Course Profile
Learning Strategies1: Skills for
Success in Secondary School, Grade 9 open, Catholic
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, past, and otherwise adapt this material for educational 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
Course Profile Writing Team
Gina Benvie, Anne Carey, Tina D’Acunto, Anthony Mastroianni,
Michael Nasello, - York Catholic District School Board;
Karen Pond - Simcoe-Muskoka Catholic District School Board
Anthony DiLena - Ontario School Counsellors Association
Gerry Brand, Mary Cosentino, Jack Cronin, Blair Day, Kevin Gallacher, Jim Hall, Allan Mackey, Cosimo Modafferi, & Paul Walsh, for their support and encouragement.
Unit 1: Becoming a Self-Directed Learner: Personal Knowledge and Management Skills
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
G. Benvie
A. Carey
T. D’Acunto
A. Mastroianni
M. Nasello
K. Pond
Development Date: May 1, 1999.
In this unit, students identify and use self-knowledge to develop a personal learning profile of individual strengths, needs, and strategies for learning through the completion of personal assessments, interest inventories, surveys, and self-reflections. Students also demonstrate an understanding of how communication, problem solving, conflict resolution, and teamwork contribute to becoming self-directed learners through case studies, role playing, and group activities.
Ontario Catholic School Graduate Expectations: 1i, 4g, 4h, 5c, 7d.
Strand(s): Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge Skills
Overall Expectations: LSV.01X; LSV.04X; PKV.01X – PKV.05X; IKV.02X.
Specific Expectations: LS2.02X; PK1.01X - PK1.04X; PK2.01X; PK2.03X - PK2.05X; PK3.02X; IK1.01X; IK1.03X - IK2.06X.
|
Activity 1 |
Establishing a Learning Portfolio |
140 minutes |
|
Activity 2 |
Creating a Supportive Learning Environment |
210 minutes |
|
Activity 3 |
Effective Communication Skills |
140 minutes |
|
Activity 4 |
My History as a Learner/My Future as a Learner |
280 minutes |
|
Activity 5 |
Who Am I? - Self-Awareness Inventories |
210 minutes |
The contents of the Learning Portfolio serve as a guide/resource to assist in the development of the student’s AEP.
Students should have an understanding of the concept of an Annual Education Plan (AEP).
· written reflections
· small group work
· quizzes
· teacher-directed instruction
· journal writing
· icebreaker activities
· letter writing
· brainstorming
· games
· case studies
· observation
· reading/discussion
· role playing
· conferencing
· paraliturgy
|
Rubric for Learning Portfolio |
Formative/Summative |
Teacher |
Units 1 - 5 |
|
Quiz/Test |
Formative |
Teacher |
Activity 1 |
|
Rubric for Written Work |
Formative |
Teacher |
Activity 3 |
|
Teacher Observation Checklist |
Diagnostic/Formative |
Teacher |
Activities 4 & 5 |
|
Rubric for Written Work |
Diagnostic/Formative |
Teacher |
Activity 4 |
True Colors, Educational Systems International, O.I.S.E., Guidance Centre, Toronto, ON
Kiersey Temperament Sorter, Please Understand Me, Kiersey.
Strong-Campbell Jackson Vocational Inventory
1 Thessalonians, Chapter 3, Good News Bible
Reflection Poem “Footprints”
Carr, Dr. Rey and Greg Saunders. Peer Counselling Starter Kit, Victoria, BC: University of Victoria Faculty of Education, 1980.
Who Am I? North York Career Centre, Toronto District School Board, 1998.
Discover
Career Explorer
http://cdn.cx.bridges.com/explorer/student.htm
(This web site has self- assessments, interest inventories, a resume writing
template, and career and post-secondary information.)
Choices
Human Resources Development Canada, Information Systems Management, Inc.
(This web site has self-assessments, interest inventories, and a resume writing
template career and post-secondary information.)
Time: 140 minutes
Students develop their own Learning Portfolio which is used throughout the whole course. They use this portfolio to collect samples of their learning in each of the units of study and to enhance understanding of their own learning strengths, challenges, and accomplishments. The portfolio serves as the major component of the summative evaluation for the course. The portfolio should be shared with the Teacher Adviser Program (T.A.P.) teacher, guidance counsellor, special education teacher, and parents.
Strand(s): Learning Skills
Ontario Catholic School Graduate Expectations:
The Graduate is expected to be:
2c - an effective communicator who presents information and ideas clearly and honestly, and with sensitivity to others.
3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience.
5g - a collaborative contributor who achieves excellence, originality, and integrity in one’s own work, and supports these qualities in the work of others.
Overall Expectations:
LSV.01X - demonstrate 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;
PKV.04X - demonstrate understanding of how their personal management strengths and challenges affect their learning in secondary school;
PKV.03X - identify and define the personal management skill, habit, and characteristics required for success in high school.v
Specific Expectations:
PK1.01X - produce a personal profile of their competencies and interests and explain how these affect their attitudes towards learning;v
PK1.02X - identify and describe their learning preferences by using a variety of assessment strategies (e.g., formal and informal inventories);v
· Explain to students that they need a binder with dividers to contain their Learning Portfolios.
· If this course is taught in semester 2, it may not be necessary to complete the Teaching/Learning Strategies re: Orientation to Secondary School.
· If a student handbook is not available, any statement of the school’s code of student behaviour is adequate.
· Ability to organize and categorize materials into different sections.
1. Teacher provides an overview of the student handbook. Using a highlighter, students mark the most critical expectations outlined in the following sections:
a) schools mission statement
b) staff directory
c) daily schedule
d) school policies
e) code of student behaviour
f) school calendar
g) Board policies (e.g., harassment, gender, equity)
h) co-curricular activities (teams, clubs)
i) school map
2. Teachers organize and develop a memory game to review the information found in the student handbook.
Design
of the game
· Divide a board into a total of 30 squares (5 columns x 6 rows).
· Each numbered square has concealed information from the handbook.
· Each square contains information that deals with specific details or a section from the handbook.
Rules of the game
· The objective of the game is to teach each player where to locate specific information in the student handbook and become well versed in the school’s policies, procedures, and expectations.
· Divide the class into two teams.
· Each player chooses two squares matching the specific information with the corresponding section found in the student handbook.
· If a player answers correctly, the team receives a point and continues to play. If a player answers incorrectly, then the opposing team receives an opportunity to choose a square.
· The teams continue playing until all squares are permanently revealed and matched.
3. Students complete a quiz dealing with the information found in the student handbook.
1. Explain to students the role and importance of developing and keeping a Learning Portfolio.
2. Outline the expectations for the Learning Portfolio. Portfolios are established as follows:
Learning Portfolio Outline
|
Title |
Theme |
Types of Information to include |
Scripture Passage |
|
Goals and Plans |
Becoming a Lifelong Learner |
- Annual Educational Plan - Individual Education Plan - career plan - high school course selection plan - short- and long-term goals |
“I do not claim that I have already succeeded or have already become perfect. I keep striving to win the prize for which Christ Jesus has already won me to himself.” Philippians 3:12-14 |
|
Learning Profiles |
Becoming a Self-Directed Learner |
- Learning Styles Inventories - Self-Assessments - lists of strengths and weaknesses - Learning Profile Chart |
“When I am weak, then I am strong.” 2 Corinthians 12:10 |
|
Personal Profile |
Becoming a Reflective Learner |
- personality assessments - personal reflections and journals - career inventories - resume |
“Who do ‘I’ say that I am?” Mark 8: 27-30 |
|
Accomplish-ments |
Becoming an Effective Learner |
- certificates - diplomas - report cards - tests/exams or written assignments which exemplify student’s best work from all subject areas - letters of recognition |
“You are the salt of the earth...You are the light of the world.” Matthew 5:13-14 |
|
Community Involvement |
Becoming a Collaborative Learner |
- Service Learning project - other community involvement - extra-curricular and co-curricular activities - part-time jobs |
“whenever you did this for one of the least important brothers and sisters of mine, you did it for me.” Matthew 25: 31-4 |
3. Each section of the Learning Portfolio also includes a title page, a separate page highlighting the Scripture Passage with space for written student reflections, dividers, short written reflections on why particular entries were included in the portfolio, a glossary of new terms.
4. Students write journal reflections throughout the semester to summarize each section. They will be instructed to focus their reflections on what they have learned about each of the five descriptions of the learner (lifelong, self-directed, reflective, effective, and collaborative). Grade appropriate definitions of each of the terms are to be provided in the Learning Portfolio to enable students to develop some consistency of approach to these reflections.
· PK1. 01X, PK1. 02X - Diagnostic/Formative assessment by teacher of ongoing learning activities for knowledge, application, inquiry, and communication using a Learning Portfolio rubric
· PKV.03X - Formative assessment by teacher of student handbook for knowledge using paper and pencil test
· Assist students in organizing the Learning Portfolio.
· Provide a checklist of items to include in each section of the Portfolio for student reference.
· Assist students with highlighting sections in the student handbook and frequently review the information, particularly rules and procedures of the school.
· Develop an alternative game that lends itself to the student’s learning strengths and includes his/her participation on a team (some are more suited to the auditory learner).
· As an enrichment activity, students may want to create an electronic version of the Learning Portfolio.
· For specific accommodations, see student’s IEP.
Choices Into Action. The Annual Education Plan, pp. 16-17.
(Items are in order of occurrence throughout the course.)
|
# |
Learning Portfolio Items |
Done |
|
1. |
Reflection Summary
Journal - Section 1 |
|
|
2. |
Reflection Summary
Journal - Section 2 |
|
|
3. |
Reflection Summary
Journal - Section 3 |
|
|
4. |
Reflection Summary
Journal - Section 4 |
|
|
5. |
Reflection Summary
Journal - Section 5 |
|
|
6. |
Title Page |
|
|
7. |
Scripture Reflection -
Section 1 |
|
|
8. |
Scripture Reflection -
Section 2 |
|
|
9. |
Scripture Reflection -
Section 3 |
|
|
10. |
Scripture Reflection -
Section 4 |
|
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11. |
Scripture Reflection -
Section 5 |
|
|
12. |
Glossary of New Terms |
|
|
13. |
Reflection on Creed -
Unit 1 Activity 2 Sub-topic 3 |
|
|
14. |
Personal Roadmap - Unit 1
Activity 4 Sub-topic 1 |
|
|
15. |
Personal Life Management
Plan - Unit 1 Activity 4 Sub-topic 2 |
|
|
16. |
Treasure Hunt Map - Unit
1 Activity 5 Sub-topic 2 |
|
|
17. |
Personality Trait Summary
- Unit 1 Activity 5 Sub-topic 2 |
|
|
18. |
Career/Interest/Aptitude
Inventories - Unit 1 Activity 5 Sub-topic 3 |
|
|
|
UNIT 2 |
|
|
19. |
Learning Theory Survey -
Unit 2 Activity 1 |
|
|
20. |
Personal Learning Profile
Chart: Strengths, Interests, Challenges - Unit 2 Activity 1 |
|
|
21. |
Personal Goals for
Current Year and Plan of Action - Unit 2 Activity 2 |
|
|
22. |
Reflection on Use of Time
for Study vs Achievement/Marks - Unit 2 Activity 4 Sub-topic 5 |
|
|
23. |
Reflection on Research
and Poster - Unit 2 Activity 6 Sub-topic 4 |
|
|
|
UNIT 3 |
|
|
24. |
Teacher Feedback and
Recommendations: Student Response - Unit 3 Activity 2 |
|
|
25. |
High School Course
Planner - Unit 3 Activity 4 |
|
|
26. |
Post-Secondary Worksheet
- Unit 3 Activity 4 |
|
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27. |
Resumé - Unit 3 Activity 5
Sub-topic 4 |
|
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|
UNIT 4 |
|
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28. |
Title Page - Acrostic
Poem - Unit 4 Activity 1 |
|
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29. |
Literacy/Numeracy Poster
- Unit 4 Activity 1 |
|
|
30. |
Journal Reflection on
Matching Reading Strategy to Learning Style - Unit 4 Activity 2 |
|
|
31. |
Journal Reflection in the
Importance of Writing - Unit 4 Activity 3 Sub-topic 1 |
|
|
32. |
Writing Sample - Unit 4
Activity 3 Sub-topic 2 |
|
|
33. |
Reference Section - Unit
4 Activity 3 Sub-topics 3 #4 |
|
|
34. |
Summary Reflection - Unit
4 Activity 3 Sub-topic 3 #7 |
|
|
35. |
General Knowledge Math
Test - Unit 4 Activity 4 #7 |
|
|
36. |
“In the News”
Mini-articles - Unit 4 Activity 5 #10 |
|
|
|
UNIT 5 |
|
|
37. |
Interpersonal Style in
Groups Self-Inventory - Unit 5 Activity 1 |
|
|
38. |
Reflective Journal on
Animal Types & Conflict - Unit 5 Activity 3 |
|
|
39. |
Interpersonal and
Teamwork Skills Inventory & Reflection - Unit 5 Activity 6 |
|
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding -
knowledge of how to organize and maintain a learning portfolio -
understanding of concepts in creating a learning portfolio -
identify categories, themes, types of information to include in portfolio - understanding of
relationships between the categories, themes, Scripture, and work completed |
-
demonstrates limited knowledge of organizing and maintaining a learning
portfolio -
limited understanding of concepts needed -
limited ability to identify types of information required - limited understanding
of relationships between the themes, categories, Scripture, and work |
-
demonstrates some knowledge of organizing and maintaining a learning
portfolio -
some understanding of concepts needed -
some ability to identify types of information required - some understanding of
relationships between the themes, categories, Scripture, and work |
-
demonstrates considerable knowledge to organize/maintain a learning portfolio -
considerable understanding of concepts needed -
considerable ability to identify most items of information required - considerable
understanding of relationships between the themes, categories, Scripture, and
work |
-
demonstrates thorough knowledge of organizing and maintaining a learning
portfolio -
thorough/ insightful understanding of concepts needed -
ability to identify all items of information required with a high degree of
accuracy - thorough and insightful
understanding of relationships between the themes, categories, Scripture, and
work |
|
Thinking/Inquiry -
use inquiry skills to formulate questions, select, analyse, interpret, and
form conclusions as a necessary part of a learning portfolio |
-
applies few of the skills involved which are necessary to create a learning
portfolio |
- applies some of the
skills involved which are necessary to create a learning portfolio |
- applies most of the
skills involved which are necessary to create a learning portfolio |
- applies all of the
skills involved which are necessary to create a learning portfolio |
|
Communication -
communication of information, ideas, and reflections keeping to themes and
concepts -
use of various forms of communication (reflections, charts, inventories,
lists, glossaries, etc.) -
use of language and visuals related to the themes and concepts (e.g., correct
terminology, theme reflected ) |
-
communicates ideas, information, and reflections with limited clarity -
demonstrates limited command of the various forms in the learning portfolio - uses language and
visuals with limited accuracy and effectiveness throughout the learning
portfolio |
-
communicates ideas, information, and reflections with some clarity -
demonstrates some command of the various forms in the learning portfolio - uses language and
visuals with some accuracy and effectiveness throughout the learning
portfolio |
-
communicates ideas, information, and reflections with clarity and precision -
demonstrates a consistent command of the various forms required in the
learning portfolio - uses language and
visuals with a considerable degree of accuracy and effectiveness |
-
communicates ideas, information, and reflections with high degree of clarity
and precision -
demonstrates extensive command of the various forms required in the learning
portfolio - uses language and
visuals with a high degree of accuracy and effectiveness |
|
Application -
applies knowledge and skills to create a learning portfolio.(table of
contents, title page, reflections, headings, titles, etc) -
transfer of ideas and skills to new contexts (e.g., work from other subjects
placed and categorized appropriately) -
application of current technology(e.g., use of art software, word processing,
etc.) -
making connections (e.g., selecting items for portfolio to portray a holistic
view of learner between personal experience and subjects) |
-
uses ideas and skills in familiar contexts with limited effectiveness to
create a learning portfolio -
transfer of ideas and skills to new contexts with limited effectiveness -
uses available technology with limited appropriateness and effectiveness -
makes connections with limited effectiveness to portray a holistic view of
learner |
-
uses ideas and skills in familiar contexts with some effectiveness to create
a learning portfolio -
transfer of ideas and skills to new contexts with some effectiveness -
uses available technology with moderate appropriateness and effectiveness -
makes connections with some effectiveness to portray a holistic view of
learner |
-
uses ideas and skills in familiar contexts with considerable effectiveness to
create a learning portfolio -
transfer of ideas and skills to new contexts with considerable effectiveness -
uses available technology with considerable appropriateness and effectiveness -
makes connections with considerable effectiveness to portray a holistic view
of learner |
-
uses ideas and skills in familiar contexts consistently and with a high
degree of effectiveness to create the portfolio -
transfer of ideas and skills to new contexts with a high degree of
effectiveness -
uses available technology with a high degree of appropriateness and
effectiveness -
makes connections consistently and with a high degree of effectiveness to
portray a holistic view of learner |
Time: 210 minutes
The intent of this activity is to set the tone for a positive atmosphere which allows students to foster their interpersonal skills with their peers. Through student involvement, a supportive learning environment is developed using the paraliturgy, a discussion of the key ingredients to a trusting relationship, and a consideration of the qualities and behaviours necessary of each individual to make the class a positive, life-giving learning environment.
Strand(s): Learning Skills
Ontario Catholic School
Graduate Expectations:
The Graduate is expected to be:
2a - an effective communicator who listens actively and critically to understand and learn in light of Gospel values;
3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience;
5e - a collaborative contributor who respects the rights, responsibilities, and contributions of self and others;
5g - a collaborative who achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
7b - a responsible citizen who accepts accountability for one’s own actions.
Overall Expectations:
PKV.03X - identify and define personal management skills, habits, and characteristics required for success in high school.
Specific Expectations:
IK1.03X - demonstrate understanding of how peer and social influences affect learning and identify strategies for responding to those influences;
IK1.06X - identify the interpersonal and teamwork skills they need to improve;v
IK1.01X - explain how effective group processes can promote individual learning and the achievement of group goals.
· Book a suitable space for the paraliturgy and the celebration (chapel, quiet room, lounge, cafeteria, etc.) and invite appropriate staff members to both events.
· Have a list of characteristics of a trustworthy individual.
· Gather materials students need to create posters.
· How to write an informal letter
1. Lead the class in planning for a paraliturgy in the chapel using the theme New Beginnings. Students select scripture readings, write personal reflections for the responsorial psalm, prepare art work and decorations, and choose appropriate music.
2. After the paraliturgy students have an opportunity to become acquainted with their classmates through a brief social that may include light refreshments.
1. Students select a partner whom they know least well and introduce their partner to the group. The following are sample questions the students can use to get information:
· What type of music do you like?
· What was the last movie you watched?
· What is your favourite food?
· Who do you trust the most
2. In a large group discussion, students discuss their responses to participating in the activity as an introduction to the concept of trust.
3. Students then develop a list of the characteristics of a person they would consider to be trustworthy. Lead a discussion on the components of a trusting relationship and how students can facilitate those relationships in the classroom setting.
4. Read aloud a passage from St. Paul’s letter to the Thessalonians (Chapter 3) and lead a class discussion relating to the images used in the reading with the dynamics that create a nurturing and collaborative learning environment.
5. Lead the class in a discussion using the questions: What experiences have you had in classrooms which have helped you in your learning and to grow as a person? What experiences have you had in classrooms which have made it difficult for you to learn or grow as a person? List student responses on the board.
6. Students each write a letter to the class such as St. Paul would have written, outlining the qualities and behaviour that are necessary from each class member to make the class a positive, life-giving learning environment.
7. In small groups, students share their letters and develop a list of common qualities. Lead the whole class in this same activity to develop a class list of qualities and behaviours for learning and growth.
8. Students create a poster outlining a creed or set of belief statements that clearly communicates the qualities and behaviours which are common to the students’ lists (e.g., that each student be treated with respect, dignity, compassion, sensitivity, and tolerance when dealing with each other in the classroom).
9. Students post and refer to the poster when participating in classroom activities.
10. Students write a short reflection on the creed, identifying several qualities and behaviours which they know they practise regularly and should select one area to develop by the end of the course. This should be placed in the Learning Portfolio. This reflection could be used as one of the goals for the student’s AEP.
· IK1.06X - Formative assessment of student reflection using Rubric for Written Work
· Select Scripture passages that are appropriate for the student’s reading level.
· Provide exemplars and clear written guidelines for developing a poster.
· See students’ IEPs for specific accommodations.
School Student Handbook
Thessalonians, Chapter 3, Good News Bible
Time: 280 minutes
Students understand the purpose of effective communication skills as a necessary tool for success in their lives. Through a variety of activities (barriers to communication, communication model, active listening etc.), students experience situations (dramatizations, case studies) to improve their communication and interpersonal skills. The acquisition of these communication skills allows students to access assistance for their learning needs from peers, teachers, and/or school and community resources.
Strand(s): Learning Skills
Ontario Catholic School Graduate Expectations:
The Graduate is expected to be:
2a - an effective communicator who listens actively and critically to understand and learn in light of gospel values;
2b - an effective communicator who reads, understands and uses written materials effectively;
2c - an effective communicator who presents information and ideas clearly and honestly and with sensitivity to others.
Overall Expectations:
IKV.01X - describe the knowledge and skills needed for working effectively in groups or teams;
IKV 02X - use interpersonal and teamwork skills effectively in learning environments.
Specific Expectations:
IK1.02X - describe the interpersonal and teamwork skills (e.g., active listening, responding appropriately to feedback, using courtesy) necessary for effective group work at school and in the workplace;v
IK1.03X - demonstrate understanding of how peer and social influences affect learning and identify strategies for responding to those influences;
IK1.04X - use interpersonal and teamwork skills effectively and appropriately in school and in community-based learning activities (e.g., on a sports team, in clubs, at work);
IK1.06X - identify the interpersonal and teamwork skills they need to improve;
IK2.03X - use effective communication skills to gather information and request assistance for their learning needs from peers, teachers, and/or school and community programs.
· Screen letters for the letter writing activity in sub-topic 4.
· Find or develop case studies on communication.
· Be familiar with the concepts of “active listening” and “empathy.”
· Develop a worksheet with scenarios that demonstrate appropriate responses in active listening. (See Sub-topic 3)
· Be aware of cultural differences and how they may affect communication.
· Role-playing techniques
1. Lead students in a Rhythmic Name Game and discuss the various dynamics of communication (e.g., there is both a sender and a receiver for successful communication, the message has to be accurate and clear, eye contact and body language assist successful communication, etc.). Teachers should discuss various cultural approaches to body language (e.g., making eye contact with a person in authority can be considered rude in some cultures.)
2. Present to the class two case studies, one illustrating successful communication and the other illustrating poor communication. Ask students to analyse both case studies and determine the common components/elements required for good communication.
3. As a group, students brainstorm and record in their notebook a response to the case study activity, which should include the following information:
· sender;
· receiver;
· message;
· response/feedback;
· sender/receiver’s field of experience;
· noise (things that interfere with communication in the environment);
· verbal cues.
4. Explain a model of communication by drawing a diagram, illustrating how each of the above components is interconnected with the other. Students record the diagram in their notebooks.
1. Divide students into pairs sitting back to back. One partner (the speaker) describes a picture to the other partner (the listener) in using lines and shapes only in the description. The other partner (the listener) duplicates the image on paper based on the instructions given without asking any questions for clarification or repetition of instructions.
2. Students participate in the above activity and discuss possible ways the message could become distorted.
3. Write a summary on the board listing factors contributing to communication breakdown, entitled Roadblocks to Communication:
· verbal and non-verbal cues are not congruent;
· lack of understanding of cultural differences;
· too much noise in the environment;
· the speaker and receiver’s fields of experience are different;
· message is unclear;
· feedback is not constructive.
4. Divide students into pairs and have them choose a roadblock from the above list and role play a scenario illustrating communication breakdown.
5. With their communication summary note, Roadblocks to Communication, students observe and listen carefully to the role playing scenarios. They jot down a few notes about the roadblocks and share their notes with the class.
6. Ask students to write an analysis of how the outcome of the scenario might have differed if the key communicators were using effective communication (i.e., eliminating roadblocks).
1. Introduce the concept of active listening by reading the passage from 1 Samuel 3:1- 10, which deals with Samuel learning how to listen to the Lord’s message.
2. Students reflect on the passage and discuss how Samuel heard the Lord’s voice but didn’t listen to the Lord’s message.
3. Review key vocabulary associated with active listening such as:
a) Empathy is the ability to understand another person’s ideas and feelings. It is gaining an understanding (through listening) and demonstrating that understanding (by responding).
b) Active listening is the ability to hear the person and understand his/her situation and feelings so that the listener can take constructive action or reply in a way that makes sense (e.g. paraphrasing the speaker’s message)
4. Give students a list of “feeling words” that are divided into unpleasant feeling words and pleasant feeling words and review their meaning by having students discuss examples of terms and how they can become emphatic listeners by identifying and communicating their own feelings and those of the people they are connecting with.
5. Using the feelings list, students answer the following questions and discuss their responses with a partner:
a) Think about a pleasant experience you’ve had recently. Now, write down as many feeling words as you can that accurately describe that experience.
b) Think back to an unpleasant experience you have had recently. Now, write down as many feeling words that come to mind as you recall that event.
c) Write as many feeling words as you can that accurately describe how you are feeling right now.
6. Explain how the concept of empathy is necessary to learning how to paraphrase a person’s message and respond appropriately. Give students a worksheet with various scenarios requiring students to empathize with a speaker and respond by using the following formula:
“You feel _________________________, because _________________”
(feeling) (content)
7. Students complete the worksheet and submit for evaluation.
8. Students practise their active listening skills by having a discussion with a partner who relays a particular message, targeting specific feelings which the listener identifies.
1. Discuss the term “feedback” with the class; one definition is “telling another person how his/her words and/or actions affect you. In other words, letting another person know how he/she comes across to you”. (Peer Counselling workbook #76)
2. Introduce the feedback model as containing three simple parts:
a) Be specific about the person’s behaviour (be descriptive and give an example if you can)
b) Tell how the person’s behaviour makes you feel
c) Tell what your feelings make you want to do.
3. Students practise using the feedback model by completing exercises requiring written three-part feedback statements, outlining how their behaviour affects them. Examples could be:
a) Write a statement to your best friend about how some aspect of his/her behaviour affects you.
b) Choose someone that really annoys you and write a feedback statement describing to them how their behaviour affects you.
c) Choose one negative and one positive aspect about a significant person in your life and write out two feedback statements for that individual.
1. Discuss the importance of making positive feedback statements as a means of building the listener’s self-esteem and validating/re-enforcing positive behaviour.
2. Based on their observations and interactions with classmates, students write a letter to a classmate offering positive feedback. The letter could be shared at the end of the course and during the pot-luck following the end-of-year paraliturgy.
3. Organize students in small or large groups and have them share positive comments about each other to practise the skill of formulating and delivering positive feedback statements while at the same time improving their interpersonal relationships amongst group members.
4. Also discuss how to offer constructive feedback using the following formula:
· positive statement/observation
· statement of concern
· statement of encouragement/solution
· IK1.02X - Formative assessment by teacher of active listening worksheet for knowledge, inquiry, application, and communication using Rubric for Written Work
· Select case studies with the appropriate reading level.
· Provide the communication model and definition of terms on a handout
· Change the “describe a picture” exercise to allow students the use of more descriptors.
· Provide a script for the role-play activity for the student.
· Allow student to work with a partner when analysing the communication exercise.
· Provide a sample of student work to enable students to identify the elements.
· When discussing specific “feeling” words, provide concrete examples demonstrating the emotion.
· Provide a word bank on the active listening worksheet.
· For specific accommodations, see student’s IEP.
The Good News Bible
Peer Counselling
Time: 210 minutes
In this activity, students acquire an understanding of their past performances in school and the community. They are able to analyse their own strength and needs and develop strategies and skills to improve for the future. Students gain an understanding of how these experiences have allowed them to acquire learning skills and strategies. Students devise a Personal Life Management Plan that targets the development of those areas requiring further attention.
Strand(s): Learning Skills, Personal Knowledge and Management
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;
3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience;
4a - a self-directed learner who demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4e - a self-directed learner who sets appropriate goals and priorities in school, work, and personal life;
4g - a self-directed learner who examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities
Overall Expectations:
LSV.02X - identify and describe learning theories and the learning and thinking skills required for success in high school;
PKV.01X - explain how their competencies and interests effect their learning;
PKV.04X - demonstrate understanding of how their personal management strengths and challenges affect their learning in secondary school.
Specific Expectations:
LS3.05X - demonstrate an ability to manage their own learning (e.g. use of study skills, organizational skills, time management, stress management, information management);
LS3.08X - produce and evaluate learning plans that identify learning strengths, barriers, needs, goals, and strategies for success in high school and incorporate them into their annual education plan;v
PK1.04X - identify how the ways of learning with which they are less successful are required in a variety of learning situations, and describe how they adapt to these situations;
PK1.05X - identify their learning strengths and challenges by analyzing past learning successes and failures;v
PK2.05X - identify the personal management skills that they need to improve in order to become more effective learners, and describe ways of improving those skills.v
· Obtain a copy of the reflection poem, “Footprints”, Anonymous
· Ask students to bring their report cards, photos, and certificates.
· Show students their OSR (Ontario Student Record) if desired.
· Be sensitive to the variety of experiences and backgrounds to which students may have been exposed. Assist students in viewing their experiences in a positive light.
· Students are to have an awareness of their personal history and the location of specific documentation (e.g. report cards, awards, certificates)
1. Read the poem/reflection “Footprints” and discuss how God is forever present throughout our life’s positive and negative experiences.
2. Students look back at those previous experiences in their lives that provide important puzzle pieces for understanding who they are. Using their past triumphs and disappointments, students create a personal ‘roadmap’ which may include information from report cards, athletic awards, academic awards, community awards, family events, and significant relationships.
3. Students share their ‘road maps’ with their classmates, friends, and family members to see if they can contribute to its content. They may wish to add their road maps to their portfolios.
4. Review the information included in their ‘roadmaps’ and have the students answer the following questions in their journals:
a) What is your best memory? Why?
b) How have your past experiences affected your learning?
c) How is knowing yourself helpful for your education and future career?
d) What is the benefit of knowing how others see you?
e) Why is being aware of your weaknesses as well as your strengths helpful?
5. In groups, students brainstorm a list of skills that they feel are consolidated. Students identify those experiences that have contributed to their successful development (e.g., being a good reader, because student would spend 30 minutes a night reading with parents as a child or being a good pianist because student took piano lessons for ten years).
6. Conversely, have students discuss those academic skills they have not consolidated and have them hypothesize what educational experiences could have contributed to their development had their experience been different.
1. Through class discussion, identify those personal life management skills required for future success in high school. Some examples are:
· organization and time management
· note taking
· communication
· study and test writing skills
· inquiry and research skills
· stress and anger management skills
· goal setting
2. Students create a personal inventory list, marking the personal life management skills that they have just learned and ranking them from the most important to least important. They then establish a priority list, classifying these skills as requiring immediate, ongoing, and/or long-term development.
3. Students develop a personal life management plan, targeting specific skills for development during designated time frames. The plan should be placed in the students Learning Portfolio, which is reviewed in Unit 3. This plan may also be used as a tool to assist in the development of the AEP.
· PK1.05X - Diagnostic/formative assessment by teacher of journal reflection for understanding and making connections using Rubric for Written Work
· LS3.08X - Diagnostic/formative assessment by teacher of student’s personal life management
· PK2.05X - plan for knowledge and application using a Teacher Observation Checklist
· Provide a template of a road map for a student.
· Reduce the content required for journal writing.
· Have students access a computer for written work.
· Encourage students to look at their IEPs when developing Personal Life Management Plans.
· See student IEP for specific accommodations.
Reflection Poem “Footprints”
<Include text here>
Time: 210 minutes
In this activity, students complete a variety of personal inventories to better understand the dominant personality traits that can influence their learning and career choices. By reflecting on these personal inventories, students are better able to identify career areas of interest.
Strand(s): Learning Skills, Personal Knowledge and Management
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;
3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience;
4e - a self directed learner who sets appropriate goals and priorities in school, work, and personal life;
4g - a self directed learner who examines and reflects on one’s personal values, abilities and aspirations, influencing life’s choices and opportunities.
7b - a responsible citizen who accepts accountability for one’s own actions.
Overall Expectations:
PKV.01X - explain how their competencies and interests affect their learning;
PKV.02X - describe and evaluate the ways they learn best;
PKV.03X - identify and define the personal management skills, habits and characteristics required for success in high school;
PKV.04X - demonstrate understanding of how their personal management strengths and challenges affect their learning in secondary school.
Specific Expectations:
LS3.06X - describe a variety of possible internal and exterior barriers to learning and determine how these barriers may have affected their learning;v
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;v
PK2.04X - describe and document their own personal management strengths and challenges;v
PK2.05X - identify the personal management skills that they need to improve in order to become more effective learners and describe ways of improving those skills.
· Arrange computer time for students to research careers or visit with a guidance counsellor if desired.
· Place personality traits, strengths, and needs assessments in the students’ learning portfolios.
· Develop a blank map with 10 destination squares or circles.
· Students have a working knowledge of how to access computer programs.
1. Give students a blank map with 10 destination squares which require them to complete and illustrate a task on their journey to discovering who they are. Sample destination tasks are:
· my name;
· my birthday;
· things I have done;
· places I have been;
· things I do well;
· my family and friends;
· things I’d like to do someday;
· things I like about myself.
2. Students share their treasure hunt map with the class or with a partner and place it in their Learning Portfolio.
1. Administer a personality assessment to help students determine the dominant traits that can influence their learning and possible career choices. The True Colours or the Kiersey Temperament Sorter (based on the Myers Briggs Type Indicator) are common assessment tools.
2. Students write a summary of their personality traits, strengths, and needs. This is placed with the inventory results in the Student’s Learning Portfolio and students may share their summaries with each other. Be careful not to place any value judgment on any particular personality trait.
1. Administer an aptitude and interest inventory that outlines for students possible career areas requiring exploration and courses of study that may be included in their annual education plan.
2. Consider inventories such as: Choices, Strong-Campbell Jackson Vocational Inventory, Discover, Career Explorer.
3. Students complete the inventories and summarize possible career areas of interest. Students should begin to focus on careers within a broad cluster (e.g., Fine Arts is a broad cluster under which the careers Sign Painter or Costume Designer falls). Results should be placed in the Learning Portfolio.
· PK2.02X, PK2.04X, LS3.06X - Diagnostic/formative assessment by teacher of student’s completion of formal and informal inventories and summary for knowledge and communication using a Teacher Observation Checklist
· Give students a “treasure hunt map” template.
· Clarify vocabulary stated on the interest personality test/inventory.
· Partner student with another student who can assist student with exercises.
· Provide more individual instruction when student is researching career areas, using various software programs.
· See students’ IEPs for specific accommodations.
True Colours
Kiersey Temperament Sorter, Please Understand Me
Strong-Campbell Jackson Vocational Inventory
Discover
Career Explorer
http://cdn.cx,bridges.com/explorer/student.htm
Choices
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