Using the Sample PPLP Components and Related Rich Tasks

Introduction

The information in this guide:

• sets the context for the quality samples
• suggests how to make the most effective use of the samples
• provides support for developing your own PPLPs and rich tasks.

The quality samples provide models that can lead the way to enhancing teachers’ skill in developing quality PPLPs and Rich Tasks.

Teachers are encouraged to revise or build on these samples to best meet the needs of their cooperative education students and to take advantage of the learning opportunities provided at the placement.

Key Messages

• A cooperative education course takes place in two settings - the classroom and at the placement. It is for this reason there are two parts to the outline of a cooperative education course of studies – one part being the PPLP.

• The placement serves as a lab for the students. If it can be done in a classroom, the placement may not be necessary.

• Focus on a student in a specific placement to personalize the PPLP and to enhance student learning. The PPLP should evolve over the time at the placement.

• The Cooperative Education Course Graphic provides a visual representation of the outline of the course of study for the cooperative education course.

· A Personalized Placement Learning (PLLP) is the outline of a course of study for the placement component that identifies the expectations that the credit will be based on.

• All of the required components of a PPLP are noted on page 23 of the Cooperative Education and Other Forms of Experiential Learning policy document.

• A PPLP requires the commitment of the employer and supervisor to provide the opportunities for the student to R.E.A.P. the benefits of the related course and selected co-op course expectations. Supervisors must be involved in the development of the PPLP.

• The cooperative education course outline, including the PPLP, clearly identifies what the individual student’s related course credit in a cooperative course is based on. For all students who study a related course, the expectations are the same. For students in a cooperative education course, the placement requires that the teacher “personalize” the expectations on which the credit is based, selecting from the available related course expectations.

• While PPLP policy requires that overall and specific expectations are identified, there is no ministry policy that requires a certain number of expectations be selected for the PPLP. Teachers must exercise their professional judgment when making the selection, asking themselves, “Have I chosen wisely to ensure the integrity of the credit?”

• It is not necessary that all strands be addressed.

• Expectations that are noted on the PPLP form the basis for your assessment and evaluation of student achievement at the placement.

• A student’s level of achievement should be judged against the levels in the Achievement Chart of the related course. The tasks should allow the student to demonstrate proficiency in all four categories.

• A Rich Task should engage the student’s interest, focus on the learning of the discipline, and require the student to apply the learning in a life situation.

• A Rich Task allows for a range of performance levels and variations in the end products. There must be a strong link between the expectations and the task.

Structure of the Quality Samples

• The PPLP Components Worksheet posted on this website contains only some of the required components of a PPLP. The information on these worksheets provides the context for the Rich Task.

• Read the placement description first to determine if this sample would be of some use in planning a PPLP for a student in your program.

• In these samples, the coded expectations for the co-op classroom expectations are those used by OCEA and the codes for the related courses are available at the ministry website. A teacher is not required to use these codes on a PPLP.

• The opportunities for learning are directly related to the expectations that have been selected for the PPLP placement. They do not include other job tasks that an employer may ask of a student.

• The learning strategies are those that the student will use at the placement.

• On the PPLP Component Worksheet sample, assessment and evaluation strategies identify how the evidence of student achievement will be gathered.

• The purpose of the assessment strategies is to provide feedback to students on their acquisition of skills and knowledge but the results are not considered when determining the final grade.

• On the Rich Task samples, only the evaluation strategies are noted. Evaluation strategies are used to gather the evidence of student achievement that is considered in determining the final grade.

• Assessment and evaluation practices that are reliable and valid guide the selection of the appropriate strategies. These strategies are linked to appropriate scoring tools.

• On the Rich Task samples, there is an indication of how evidence of student achievement will be considered – as part of 70% of the final grade, 30% of the final grade, or both.

• Models of two strategies for linking the overall expectations to the Achievement Chart are included in this guide. One strategy links an overall expectation to one or more categories of the achievement chart. The other parses the expectation and connects key phrases, words, and/or learnings to the categories. See Appendix.

• The Rich Task is written to the student. The task description is supported with notes to the student to guide them in completing the task successfully.

• The context of the task sets the framework for the work and identifies the purpose for the study.

• Teacher notes highlight information that a teacher should consider or that is essential to the success of the task completion.

• Students need to Refine, Extend, Apply and/or Practise the expectations of the related course and the appropriate cooperative education course expectations. Students needed to R.E.A.P. the benefits of the placement.

Building a Rich Task

A quality Rich Task demonstrates that a cooperative education course goes beyond work experience and lower entry job tasks. Initially, your Rich Task may feel like a “work in progress.” The key is to make a start, try it out…then refine it. Ask yourself, “Why did I choose these expectations? …these learning strategies? …these assessment and valuation strategies?” This reflective practice helps you to work efficiently and effectively.

“…I am so supportive of the benefits of this effort. The level of discussion the students had with their placement co-workers and myself seemed to be higher than my previous co-op students' experiences because they were being directed more in how to identify what they already had learned and then were applying this in the workplace.”

A co-op teacher

Support to Boards

Live Web conference training, subsidized by the ministry and hosted by Curriculum Services Canada, can provide teachers with the skills to develop a PPLP, select the appropriate expectations for the PPLP, and develop Rich Tasks to evaluate student achievement. Go to the CSC web site at www.curriculum.org for more information.

Resources Available to Assist Teachers

A number of resources are provided to assist teachers in the development of a PPLP and a Rich Task.

1. PPLP Components Worksheet:

This worksheet allows you to fill in important information that can be transferred to a student’s PPLP. Use this as a planning framework.

Refer to the PPLP Components Checklist before transferring information to a PPLP. The PPLP Components Worksheet contains information not required by Ministry policy for a PPLP.

2. PPLP Components Worksheet Annotated:

The annotated version of the PPLP Components Worksheet guides teachers in the development of their own worksheets or PPLP.

3. Rich Task Template:

Teachers can use this framework as they develop their own Rich Task.

4. Rich Task Template Annotated:

The comments in each section of the template can be used as a guide in developing your own Rich Task.

5. Course Outline Components Checklist

This checklist outlines the information required in the outline of a course of study. Refer to page 43 of OSS (Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements 1999) for the source of this information.

6. PPLP Components Checklist

When completing your PPLP, refer to the information contained in the checklist on page 23 of the Cooperative Education and Other Forms of Experiential Learning 2000 policy document.

The checklist identifies only what is required by Ministry policy. Boards may have additional requirements.

Background

Following the release of the deliverables of the first Learning Plan Exemplars Project the Ministry of Education and the Ontario Cooperative Education Association (OCEA) received feedback that indicated an urgent need to develop training for teachers in the following areas:

• clarification of Ministry Policy related to the Cooperative Education program, and
• development of components of the Personalized Placement Learning Plan with emphasis on the assessment and evaluation component of the PPLP.

In the fall of 2003, OCEA, in partnership with the Thames Valley District School Board, entered into an agreement with the Ministry of Education to develop and deliver Phase Two of the Personalized Placement Learning Plan (PPLP) Project.

The integrity of the cooperative education credit(s) depends on quality Personalized Placement Learning Plans that show how students can refine, apply, extend, practise and further develop specific related course expectations at the placement.

This project recognized that assessment and evaluation of students at the placement must be valid, reliable and fair, and must be clearly connected to the related course expectations and the cooperative education course expectations.

Over 200 teachers attended training sessions held throughout the province. At the training sessions, teachers selected appropriate expectations for the PPLP as well as appropriate assessment and evaluation strategies. Participants also drafted PPLP rich tasks (demonstrations of learning/performance tasks) that would be used to gather the evidence of a student’s level of proficiency.

After careful consideration of the results of the training session, the Cooperative Education PPLP Project Team recommended that the Ministry of Education support the refinement of selected PPLP worksheets and quality samples of rich tasks developed during Phase Two. It was determined that many teachers would welcome an opportunity, with the support of trainers to more fully develop the rich tasks and the related PPLP worksheets. Teachers were anxious to have additional models of effective quality rich tasks related to the student’s placement.

Follow-Up to the PPLP Project, Phase Two:

In the summer of 2004, the Ministry of Education, in partnership with OCEA and Thames Valley District School Board, and under the leadership of Curriculum Services Canada (CSC), entered into an agreement to fully develop 17 quality samples of rich tasks supported by a PPLP worksheet that identified some key components in order to provide the context for the student work.

Seventeen cooperative education teachers from a number of boards throughout the province who attended the Phase Two training accepted an invitation to author these quality samples. Each author was mentored by one of the trainers from Phase Two.

The result of their efforts is now available to all cooperative education teachers throughout the province through the CSC web site at www.curriculum.org.

Acknowledgements

Project Participants

The authors and the trainers who mentored them broke down the board geographic boundaries to build the bridges that lead to successful practice.

Authors

Kathy Shortt	Halton DSB
Nancy Britton	TDSB
Josie Lorenzon	DPCDSB
Peter Polillo	BHNCDSB
Mary Cunningham	KCDSB
Lori Goodfriend	CDSBEO
Terri Fontana	TDSB
Loralie Carver	TVDSB
Jessica Silver	LDSB
Hugh Cameron	HPEDSB
Denyse Kirby	TDSB
Jean Courtney	DPCDSB
Pat Buchanan	TDSB
Rosanna D’ambrosi	YCDSB
Marlene Steele	TDSB
Ainsley Marshall	TVDSB
Janet Doyle	SCCDSB
Mentors
Mary Ellen Frauts	TVDSB
Tish Amico	TCDSB
Peg Rooney	GECDSB
Marg Stewart	Limestone DSB
Nadine Cuccaro	Consultant

The mentors and the authors would like to take this opportunity to thank the staff at Curriculum Services who provided the leadership for this project and who insured the quality standards of the samples presented.

Appendix Linking the Overall Expectations to the Achievement Chart

Related Course: SBI3C

Overall Expectations:

Ÿ demonstrate an understanding of the basic processes of cellular biology, including membrane transport, cellular respiration, photosynthesis, and enzyme activity;

Ÿ investigate the factors that influence cellular activity using appropriate laboratory equipment and techniques;

Ÿ demonstrate an understanding of the importance of cellular processes in their personal lives, as well as in the development and application of biotechnology;

Ÿ demonstrate an understanding of the characteristics of various micro-organisms, of their role in the environment, and of their influences on other organisms, including humans;

Ÿ explain the role of micro-organisms with respect to human health and in technological applications in medicine, industry, and the environment;

Ÿ demonstrate an understanding of the structure, function, and interactions of the main internal systems of humans and other animals;

Ÿ investigate, with the aid of laboratory procedures, the physiological mechanisms of animal systems that are responsible for the physical health of the individual;

Ÿ demonstrate an understanding of the connections among health, preventive measures, and treatment, and of their social and economic implications;

Achievement Chart - Science

Categories and criteria from the Achievement Chart	Summary criteria from “parsing” the overall expectations
Knowledge understanding of concepts, principles, laws and theories knowledge of facts and terms transfer of concepts to new contexts understanding of relationships between concepts	Knowledge processes of cellular biology, membrane transport, cellular respiration, photosynthesis, and enzyme activity cellular processes and functions in the development of biotechnology micro-organisms and symbiotic relationships use of micro-organisms and biotechnology viruses, bacteria and fungal infections main internal systems and physiological mechanisms for maintaining homeostasis Social and economic implications of health maintenance
Thinking/Inquiry application of the skills and strategies of scientific inquiry application of technical skills and procedures use of tools, equipment and materials	Thinking/Inquiry scientific inquiry scientific investigation lab procedures- use of tools, equipment and materials
Communication communication of information and ideas use of scientific terminology, symbols, conventions, and standard (SI) units communication for different audiences and different purposes use of various forms of communication use of information technology for scientific purposes	Communication explain describe illustrate compare use of scientific terminology, symbols, conventions, and standard SI units is implied
Making Connections understanding of connections among science, technology, society and the environment analysis of social and economic issues involving science and technology assessment of impacts of science and technology on the environment proposing of courses of action	Making Connections importance of cellular processes in their personal lives, micro-organisms and biotechnology importance of cellular process in development and application of biotechnology role of microorganisms with respect to human health and in technological applications interactions of main internal systems of humans and other animals physiological mechanisms that are responsible for physical health connections among health, preventive measures, and treatment, and the social and economic implications of maintaining health

Rich Task

Related Course: SBI3U

Overall Expectations:

• Demonstrate an understanding of cell structure and function and the process of metabolism and membrane transport

• Demonstrate an understanding of the relationship between cell functions and their technological and environmental applications

· Describe and explain the major processes, mechanisms, and systems, including the respiratory, circulatory, and digestive systems, by which plants and animals maintain their internal environment

• Illustrate and explain, through laboratory investigations, the contribution of various types of systems and processes to internal regulation in plant and animal systems

· Evaluate the impact of personal lifestyle decisions on the health of humans, and analyse how societal concern for maintaining human health has advanced the development of technologies related to the regulation of internal systems

· Demonstrate an understanding of the diversity of living organisms through applying the concepts of phylogeny and taxonomy to the kingdoms of life (including Eubacteria and Archeabacteria) and viruses

· Relate the role of common characteristics and diversity within the kingdoms of life (including Eubacteria and Archeabacteria) to the importance of maintaining biodiversity within natural ecosystems, and explain the use of micro-organisms in biotechnology.

Achievement Chart for Science:

Categories and criteria from the Achievement Chart	Summary criteria from “parsing” the overall expectations
Knowledge - understanding of concepts, principles, laws and theories - knowledge of facts and terms - transfer of concepts to new contexts - understanding of relationships between concepts	Knowledge - cell structure and function - process of metabolism and membrane transport - major biological processes, mechanisms and systems- maintenance of homeostasis - contribution of various systems and processes to internal regulation - personal lifestyle decisions - societal concerns for maintaining human health - technologies related to the regulation of internal systems - diversity of living organisms - phylogeny - taxonomy - kingdoms of life - viruses - use of micro-organisms in biotechnology - natural ecosystems - biodiversity
Inquiry - application of the skills and strategies of scientific inquiry - application of technical skills and procedures - use of tools, equipment and materials	Inquiry - scientific (laboratory) investigation - scientific inquiry
Communication - communication of information and ideas - use of scientific terminology, symbols, conventions, and standard (SI) units - communication for different audiences and different purposes - use of various forms of communication - use of information technology for scientific purposes	Communication - describe - explain - illustrate - use of scientific terminology, symbols, conventions, and standard (SI) units is implied
Making Connections - understanding of connections among science, technology, society and the environment - analysis of social and economic issues involving science and technology - assessment of impacts of science and technology on the environment - proposing of courses of action in relation to science- and technology-based problems	Making Connections - relationship between cell functions and their technological and environmental applications - evaluate impact of personal lifestyle choices on human health - analyze how societal concerns for maintaining human health has advanced development of technologies. - Importance of maintaining biodiversity within natural ecosystems