Course
Profile The Enterprising Person, Grade 11,
Open, Public
Unit
2: The Skills of the Enterprising
Employee
Time: 24 hours
Activity 2.1 | Activity
2.2 | Activity 2.3 | Activity 2.4 | Activity
2.2.1
The unit
starts with a large-group sharing or jigsaw to brainstorm the skills of an
enterprising person. Students are then introduced to journal writing for
application of theory learned and are given an opportunity for self-reflection
and concept reinforcement Students investigate the differences between
volunteer jobs and paid jobs, prompting them to brainstorm opportunities for
skill development. The fourth activity focuses on student career research.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1:
Skills of an Enterprising Person |
2 hours |
SEV.01,
SEV.02, SE1.01, SE1.02, SE1.03, SE1.04, SE2.01, SE2.02 |
K/U; T/I; A |
1.
Brainstorm the skills of an enterprising person. 2.
Complete a diagram an entrepreneur. 3.
Define enterprising. |
|
2.2:
Opportunities in the Community |
12 hours |
SEV.03,
SEV.04, SE3.01, SE3.02, SE3.04, SE4.02 |
K/U; T/I; A; C |
1.
Introduce students to journal writing. 2.
Survey volunteerism in the school and the community. 3.
Compare volunteerism and jobs in the school and the community. 4. Take
part in a career/volunteer mini-workshop with community speakers. 5.
Summarize newspaper articles. 6.
Write a personal article for portfolio. |
|
2.3:
Skills and Portfolio Building |
5 hours |
SEV.02,
SEV.04, SE2.01, SE2.02, SE3.03, SE3.05, SE4.02 |
K/U; T/I; C; A |
1.
Develop a list of opportunities in the community for an enterprising person. 2.
Create résumés. 3. Gap
analysis of skills. 4.
Create personal timeline. |
|
2.4:
Developing a Career Plan |
5 hours |
SEV.04,
SE4.01, SE4.02, SE4.04 |
K/U; T/I; C; A |
1.
Career Research 2. Gap
analysis 3.
Create a career plan. |
|
Unit
Integration |
|
|
|
|
|
5.2:
Entrepreneurial Opportunities |
5 hours |
ENV.02,
ENV.03, EEV.01, EN2.01, EN2.02, EN2.03, EN2.04, EE1.03, EN3.04, EN3.05 |
A; C; T/I |
1.
Create a job description. 2.
Create an application form. 3.
Create a job advertisement. 4.
Develop interview questions. 5.
Conduct mock interviews. |
Time: 2 hours
A list of
attributes, skills, and characteristics that define an enterprising person is
developed for use in this unit as well as for reference in the cumulating
activity, the Enterprising Company Experience, in Unit 5. What makes a person
enterprising is what makes them more competitive in the marketplace.
Strand(s): Skills of an Enterprising Person
Overall
Expectations
SEV.01 -
analyse the skills of an enterprising employee;
SEV.02 -
assess the extent to which they have developed enterprising skills.
Specific
Expectations
SE1.01 -
explain the nature and importance of strong communication skills for an
enterprising employee;
SE1.02 -
explain the nature and importance of critical-analysis, problem-solving, and creative-thinking
skills for an enterprising employee;
SE1.03 -
describe ways in which a person can continuously develop enterprising skills;
SE1.04 -
describe the self-management skills that are important to an enterprising
employee;
SE2.01 -
demonstrate ways in which their interests, accomplishments, relationships with
others, and leisure activities have helped develop their enterprising skills;
SE2.02 -
analyse their enterprising skills to identify those they have developed and
those they should develop.
Brainstorming
skills. The Pedagogy Resources provide numerous suggestions for student
grouping and brainstorming activities.
·
Videos
about enterprising, successful or entrepreneurial business people should be
arranged.
(See Resources).
·
The
teacher provides a list of Canadian entrepreneurs and magazine and newspaper
articles about successful business people.
·
Internet
access for the class should be arranged in order to research Canadian
entrepreneurs and successful business people. On-line entrepreneurial and
e-business magazines, as well as newspapers, may be used (see Resources).
·
Using
information from videos, the Internet, selected articles from textbooks,
newspapers, or magazines, a brainstorming exercise is conducted. The knowledge
of common skills, traits, and characteristics of successful business role
models is developed (good communicators, problem solvers, self starters,
critical thinkers, creative management skills, initiative). If videos,
Internet, or print materials are not available, a general knowledge of what
people do on their jobs may be substituted.
·
A
list or chart is created to record these skills, traits, and characteristics in
student notebooks.
·
A
diagram of a person or head is labelled with the various phrases that depict an
enterprising person. The Entrepreneurial Person diagram (Appendix A 3.6a and
A3.6b from the Introduction to Business Profile, Public) can be used. Students
generate interview questions to ask a classmate who is an employee or working
person.
·
The
questions should elicit information from the interviewee about skills, traits,
and characteristics that make them a successful employee. A suggested guideline
is found in The Entrepreneurial Spirit
(question 5, p. 37) or in Enterprising
People (Chapter 2).
·
Students
then interview someone in the class who is an employee, or has worked at a job,
using their questions and recording the answers. They compare the resulting
answers to the previously generated list/note from discussions and videos and
add any missing items to their list of skills, traits, and characteristics of
successful business people. A definition for an enterprising person should then
be deduced and recorded in their notebook.
Involving
students in the assessment process is one way to encourage the group members’
involvement. Individual grades are assigned. Students should be given the
assessment tools and rubrics at the start of the activity.
·
Self-evaluation
of The Entrepreneurial Person diagram using the forms found in Assess for
Success, an OSSTF resource book, may be done. An exemplar of The
Entrepreneurial Person should be provided by the teacher.
·
Information
is recorded in note form; a definition is deduced and assessed by the teacher
for accuracy.
·
The
teacher should take into consideration the student’s IEP for specific
accommodations and suggestions that address the student’s learning needs.
·
Suggestions
for accommodations can be found in The
Curriculum Planner K-12
Enrichment
Conduct
an interview of a local entrepreneur or business person, asking about their
definition of a successful or enterprising employee, and develop a list of the
skills, traits, and characteristics they give you to compare to what you have
already.
Alternative
Strategies
·
Have
students work in pairs or groups to develop a list of skills, traits, and
characteristics.
·
Give
students a list of skills, traits, and characteristics of enterprising people
with an explanation of each point and have them brainstorm when they’ve seen
that trait in themselves or others.
ESL
·
Allow
for multiple viewings of videos on enterprising, successful, or entrepreneurial
business people.
·
Add
global figures or a figure from the country of origin of the ESL student to the
list of entrepreneurs.
·
Provide
a vocabulary list for idiomatic usage and challenging vocabulary.
·
ESL
students may not be familiar with the use of rubrics for evaluation and may
need practice.
Videos
Planning for Success. Toronto ON: Canadian Banking Association and Canadian Foundation for
Economic Education, 1994. 20 min.
CBC. “Roots Boys,” Life and Times video series. Toronto. 60 min.
CBC.
“Lynn Johnston,” Life and Times video
series. Toronto. 60 min.
CBC.
“Royal Canadian Air Farce,” Life and
Times video series. Toronto. 60 min.
(videos
may be obtained from: http://www.tv.cbc.ca/lifeandtimes/)
Websites
www.entrepreneur.com
http://www.entrepreneurmag.com
www.homeofficemag.com
www.thestar.com
www.theglobeandmail.com
The
Entrepreneurial Person diagram, from Introduction to Business (BBI1O) Public
Course Profile, Appendix A 3.6 and 3.6b.
Time: 12 hours
This
activity and the related sub-activities are designed to have students
investigate their community, looking for opportunities that are “enterprising.”
Students first examine themselves, then widen their investigation to the
school, and finally the community that the school is part of, by doing a
walk-about, listening to guest speakers, and reading the community papers.
Students write about their lives and how they have been enterprising.
Strand(s): Skills of an Enterprising Person
Overall
Expectations
SEV.03 -
analyse activities and experiences to identify those that develop enterprising
skills in managing risk, using creative-thinking and problem-solving
techniques, and sharing ideas;
SEV.04 -
demonstrate how activities that develop enterprising skills can be incorporated
into their career plan.
Specific
Expectations
SE3.01 -
identify opportunities within the school curriculum to apply and develop
enterprising skills;
SE3.02 -
identify co-curricular opportunities that can help develop enterprising skills;
SE3.04 -
identify opportunities to participate in volunteer community service programs
that require enterprising skills;
SE4.02 -
compare specific entry-level jobs in terms of the opportunities they present to
apply and develop enterprising skills.
Students should:
·
be
able to identify characteristics, skills, and traits of enterprising people;
·
know
what a survey is, how to conduct one, and how to draw inferences from it;
·
be
familiar with the basic layout of community or area used for walk-about;
·
have
basic word-processing skills in order to type newspaper summary and
autobiography.
·
Students
look at the local community as an “opportunity rich” environment that can help
them build their enterprising skills. The teacher presents students with a
diverse set of activities that focus on the community as an opportunity
resource. The activities include reflective journal writing, school survey, a
community walk-about, career mini-workshop, newspaper article summary, and an
autobiographic report.
·
The
first activity introduces students to reflective journal writing. The teacher
may provide students with a separate notebook or suggest students purchase one
to document their learning. Reflective writing activities are used throughout
the course. The teacher should direct the initial journal writing activity
because students need to warm to the process. The teacher can build on past
learning by asking students to reflect on what they learned in the prior unit,
such as “What are some of the skills an enterprising person needs? Explain.”
“What successful business person that we learned about did you like the most
and why?” “What is something you did that was risky but that had a successful
outcome?” An excellent segue to the next activity would be to have students
write a journal entry about what an enterprising person has done when she/he
was in high school. The entry could include clubs they were part of, sports
teams they played on, and academic achievement.
·
A
class discussion after the journal writing exercise, led by the teacher, shows
students that schools offer many opportunities to be enterprising. Teachers can
suggest that being enterprising in school can involve good academic
performance, strong work habits, mentoring, peer helping, volunteering, and
paying jobs. Students are then placed into groups of three or four. Each group
is given a large piece of flip chart paper and asked to brainstorm all the
different opportunities within the school community a person could use to
demonstrate their enterprising spirit. Some possible responses for volunteer
activities could be representing your school on a sports or academic team,
being part of a club, acting in a play, and being a member of student council.
Paying jobs at the school could be answering phones in the office at lunch,
handing out books in the bookstore, and scoring sports games. Students may walk
around the school to better picture the wide scope of activities for enterprising
people to participate in.
·
Teachers
need to do pre-lesson preparation in advance. Teachers should consult
administration regarding the field trip procedure for their school because this
activity requires that students leave the school. Prior to this activity,
permission forms need to be handed out so parents and students have ample time
to return them to the school. The teacher should also prepare a survey sheet
and have clipboards for students to carry around and record their findings. The
sheets should allow students to record both volunteer and paying jobs in the
community. The sheet should focus on how the “community opportunity” allows
students to be enterprising. The activity has students work in pairs, walk
around their community and take inventory of the enterprising opportunities.
Students should focus on paying jobs that are available to them now. Examples
of jobs they might find are busboy, baker, cashier, retail salesperson, and
lifeguard. Volunteer opportunities might be coaching, candy striping, and
working with youth groups and environmental clubs. Teachers may wish to assist
students by providing a list of possible destinations in their community, and
some simple “do’s” and “don’ts” for approaching the various opportunities.
Advance contact with some community members may be advisable.
·
The
findings of the last two exercises are compared and discussed. The activities
show students that their community has many opportunities for them to flex
their “enterprising muscles.” The findings could be used to help students look
at opportunities in the community that are not presently being realized.
·
The
teacher organizes a career/volunteer mini-workshop. Over two or three days, the
teacher brings in guest speakers from the community who represent organizations
where the students can go and either volunteer or apply for jobs. Possible
guest speakers could be the community police officer, the local SPCA officer, a
teacher from the local elementary school, or a community business owner.
Students prepare a report summarizing the information presented by the three
guest speakers they found the most interesting.
·
The
teacher, prior to this activity, collects articles from the community paper
looking for stories that discuss successful people in the community. The
teacher then gives students a package of two or three articles to read and
summarize. Below their summary, students should write an opinion piece that
explains what they thought was the “lesson” or “key to success” for the
article’s main subject.
·
The
final activity has students add to their portfolio. Students write a
newspaper-style article about themselves similar to what they saw in the prior
activity. The article focuses on the student’s life and highlights a past
experience. Students can choose the highlight for their article, though some
suggestions may be winning the city championship, acting in the school play,
getting a job, driving for the first time, getting the high score at a video
game. When students are writing the article, they should reflect on the
enterprising skills they used or learned while accomplishing the task. Students
should also chronicle the hard work done to make the highlight a reality, like
late night practices or months in driving school. Key players (e.g., friend,
parent, sibling, or teacher) can also be mentioned as people who helped out.
The teacher books the computer lab if the articles are to be desktop-published.
·
The
first sub-activity is reflective journal writing. This is the first time students
write a journal entry, therefore the exercise would benefit from the teacher’s
asking directed questions. The teacher directs the journal writing to reflect
learning done in the previous exercise.
·
The
school survey allows students to explore their own “turf” and find out about
clubs, activities, and teams that allow people to develop and use their
enterprising skill, traits and characteristics. For management of time and
crowd control in halls, students should be placed in survey teams.
·
The
community walk-about is an excellent learner-centred activity. Students, for
safety reasons, should work in groups of two or three. A sample data-collection
sheet is found in Appendix 2.2.1.
·
The
career mini-workshop is an excellent way to get students to meet contacts from
the community who offer enterprising opportunities and for teachers to discuss
personal presentation skills, such as language, appearance, and manners.
·
The
article summary exposes students to a model of the next exercise. Every student
should complete the summary individually. This exercise should solidify for
students that there are enterprising role models in the community.
·
The
autobiographical story is also to be done individually. This exercise could be
seen as a “formal” reflection exercise that has students look back at their
lives for examples of enterprising actions or skills they displayed or used.
The previous activity, which looked at a newspaper article telling the story of
an enterprising person, should be used as a model.
Focus: Knowledge/Understanding,
Thinking/Inquiry, Communication, Application
Formative
·
Both
the school survey and community walk-about findings should be submitted to the
teacher for assessment. Assessment is done with verbal and written feedback.
Assessment should address students’ understanding of an enterprising
opportunity and if they correctly identified ones in their community.
·
Students,
using Appendix 2.2.2 – Written Report Rubric, assess the autobiographic report.
Summative
·
Evaluation
of the article summary deals with correct identification of enterprising traits
discussed in article, making connection with information discussed in Activity
2.1, understanding of the article, and language skills, using Appendix 2.2.2 –
Written Report Rubric.
Enrichment
·
Have
students compare findings from their community walk-about to those of a
community of equal size, diversity, or industry. To complete this task,
students can use the Internet or Library/Resource Centre to research the other
community.
·
For
the newspaper article summary, students could perform a gap analysis of skills,
traits, and characteristics possessed by the subject to those learned in Activity
2.1.
Alternative
Strategies
·
Instead
of physically leaving the school for the community walk-about, students could
scan a community newspaper looking for opportunities.
·
Have
a collection of pre-selected newspaper articles with a list of questions that
can be answered to complete the exercise.
·
Provide
a worksheet that maps out the autobiography exercise, steering students toward
completing the assignment by asking leading questions.
·
Students
can write a story about their favourite fictional character if an autobiography
presents too many challenges.
·
Students
can use the school yearbook or website instead of physically walking around the
school.
·
Teachers
can use the websites of community businesses instead of the community
walk-about.
·
If
the newspaper article format is too challenging, students could write a short
story.
ESL
·
ESL
students may not be acquainted with the idea of what a survey is, how to
conduct one, and how to draw inferences from it and may need practice.
·
Provide
a graphic for the walk-about or pair with another student who can serve as a
“guide”.
·
Encourage
autobiographical journal entries about entrepreneurial activities that the ESL
student might have undertaken or are familiar with occurring in the high school
in their country of origin.
·
Permission
forms for field trip activity may have to be translated for parent use.
Teachers
present examples of possible community-based enterprising opportunities by
using their community newspaper, school website, newsletter, and yearbook. As
well the Overview Resources provide students with examples of opportunities to
look for in their community.
Activity
2.2.1 – Community Walk-about Data Sheet
Time: 5 hours
This activity builds on the
portfolio created in Unit 1. Students discover community resources to help
enterprising employees. Next, students creatively develop a timeline of their
life expectations. Finally, students choose their dream job, develop a résumé
for the perfect candidate for the job, and then develop a gap analysis.
Strand(s): The Skills of the Enterprising Employee
Overall
Expectations
SEV.02 -
assess the extent to which they have developed enterprising skills;
SEV.04 -
demonstrate how activities that develop enterprising skills can be incorporated
into their career plan.
Specific
Expectations
SE2.01 -
demonstrate ways in which their interests, accomplishments, relationships with
others, and leisure activities have helped develop their enterprising skills;
SE2.02 -
analyse their enterprising skills to identify those they have developed and
those they should develop;
SE3.03 -
assess opportunities to develop enterprising attributes and skills through
part-time jobs;
SE3.05 -
demonstrate enterprising skills through participation in volunteer, school, or
business program;
SE4.02 -
compare specific entry-level jobs in terms of the opportunities they present to
apply and develop enterprising skills.
Students
need a copy of their résumé developed in the Grade 10 Career Studies course.
Students need to be familiar with word-processing software. The Public and
Catholic versions of the Introduction to Information Technology, BTT1O/2O
Course Profile, supply a checklist and remedial exercises to help students get
up to speed in word processing.
Chart
paper and markers are needed for the brainstorming activity. Bristol board or
11" x 17" paper, magazines, markers, glue, rulers, pencil crayons,
and scissors are needed for the timeline. Students can provide many of these,
but should be told ahead of time. You may provide an example of your timeline
as a demonstration. Finally, two class periods should be scheduled in a
computer lab for the résumé activity.
·
Arrange
students in groups of four or five. Have students brainstorm all the
enterprising skills that can be learned from a part-time job, volunteer
community service, sports teams, school clubs, etc. The groups write their
answers on chart paper. Each group shares their findings with the class.
·
Students
create a timeline that includes the rest of their lives that illustrates the
major activities they would like to do and the goals they would like to attain.
The timeline should start at their birth (so that they can include all past
experiences) and continue until their 90+ birthday. Students should include
education, career, travel, family, and personal activities. The timeline should
be completed on an 11" by 17" paper and include pictures, diagrams,
and explanations.
·
In
the computer lab, students update the résumé they produced in Grade 10 Career
Studies. Students then create a second fictional résumé for a job they would
like to have after graduation. This may be an entry-level position or one they
may attain in their early thirties. The second résumé is for an outstanding
candidate for this position. The third step is to create a gap analysis of the
two résumés.
Focus:
Knowledge/Understanding, Thinking/Inquiry, Communication, Application
Involving
students in the assessment process is one way to encourage the group members’ involvement.
Individual grades are assigned. Students should be given the assessment tools
and rubrics at the start of the activity.
Formative
·
Informal
observation of students by the teacher.
·
Verbal
feedback from the teacher to students.
·
Timeline
self-assessment, the teacher assesses the timeline and the self-evaluation
form.
·
The
teacher and student conference on the résumés and gap analysis.
Introduction
to Information Technology, BTT1O/2O, provides a Portfolio Rubric, Appendix
5-12. Students should be encouraged to self-assess their portfolio and make the
necessary changes.
·
The
teacher may pair certain students at the computer to address individual special
needs.
·
The
teacher should move around the room and provide feedback to students.
·
Refer
to accommodations in course outline if required.
Enrichment
·
Students
could search the Internet for actual job descriptions and résumés for their
dream jobs.
Alternative
Strategies
·
The
teacher may provide copies of outstanding résumés for dream jobs for students
to assess.
·
Provide
an exemplar of a timeline.
·
Specific
assistance from family members would be useful, with those members providing
information, perhaps on data collection sheets that they would sign to help
develop a timeline.
ESL
·
ESL
students may not have a résumé developed in the Grade 10 Career Studies course
and need extra time and/or instruction on how to prepare one.
·
Grouping
of ESL students should take into account use of the first language and extra
time to execute discussions, formulate responses, and take part in
brainstorming. Students may need help with vocabulary while brainstorming or
need work on a vocabulary list prior to brainstorming.
Time: 5 hours
Students
choose a career and develop a career plan that includes a gap analysis.
Learning what skills and attributes need to be developed by the student to
become an enterprising employee enhances their chances of being more marketable
in their chosen career of interest.
Strand(s): The Skills of an Enterprising Employee
Overall
Expectations
SEV.04 -
demonstrate how activities that develop enterprising skills can be incorporated
into their career plan.
Specific
Expectations
SE4.01 -
identify careers that are of most interest to them;
SE4.02 -
compare specific entry-level jobs in terms of the opportunities they present to
apply and develop enterprising skills;
SE4.04 -
incorporate their current interests, and abilities into a career plan.
Student
should have Internet research skills.
The
teacher needs to arrange for full class access to the Internet and should check
for current availability of the sites to be used. Two assessment sites with
on-line career research assistance are: http://jacc.becon.org and
http://www.jobhuntersbible.com/
·
Using
assessment tools from the websites http://jacc.becon.org and
http://www.jobhuntersbible.com/, students determine their current employability
skills, aptitudes, and interests. Assessment worksheets are filled in on the
site to begin the research process.
·
Print
materials may be substituted if Internet access is not available for assessment
and career research. Assessment steps may also be found in Appendix 2.7.1 –
Leadership Matching Exercise from Introduction to Business (BBI1O) Catholic
Course Profile; Appendix 23 – Data Collection Chart from Career Studies
(GLC2OP) Public Course Profile; or the Appendix A – Action Plan from Career
Studies (GLC2OC) Catholic Course Profile.
·
Students
research the various resulting career choices that match their finished
self-assessment to determine what is needed to achieve their chosen career
direction.
·
A
gap analysis (where they are versus where they want to be) is done to determine
the pre-requisite steps to obtain their career choice.
·
A
career report is completed, including all the information obtained from their
research (job description, education needed, future needs for this career,
salary, related jobs) and presented orally to the class.
·
Personal
reflection based on the presentations in the form of a teacher-directed journal
entry.
·
The
resulting assessment tools (employability skills, aptitudes, interests, and gap
analysis) are placed in the student’s portfolio to be used later in the
Enterprising Company Experience in Unit 5 to help determine where they fit into
an enterprising company’s profile.
Portfolios
Suggestions
for setting up a portfolio may be found in Quality
Assessment, Fitting the Pieces Together, pp. 150-156. It gives the teacher
questions to consider before implementing a portfolio system, an outline of the
three main types of portfolios, and four steps essential in the portfolio
process. This resource provides powerful suggestions for the teacher using a
portfolio system.
Focus:
Knowledge/Understanding, Thinking/Inquiry, Application, Communication
·
Assessment
worksheets (employability skills, aptitudes, interests, and the gap analysis),
either completed from websites or from a textbook, are used to complete the
career research report and then included in the student’s portfolio for further
use in the cumulating activity, The Enterprising Company Experience, in Unit 5.
·
The
completed career research report is presented to the class and assessed by the
teacher using the appropriate marking rubric from the Appendices. (Appendix
2.4.1 – Electronic Presentation Rubric; Appendix 2.2.2 – Written Report Rubric;
Appendix 2.4.3 – Oral Report Rubric)
Enrichment
·
An
electronic presentation or written career report may be substituted for the
oral report. The appropriate assessment rubric should be used from the
Appendices.
Alternative
Strategies
·
The
student’s IEP should be consulted for the appropriate type of report that
reflects the student’s special learning needs. The appropriate assessment
rubric should be used from the Appendices.
ESL
·
ESL
students should be allowed and encouraged to use bilingual dictionaries at all
times and especially when working on vocabulary-laden activities such as the
on-line determination of their current employability skills, aptitudes, and
interests.
Print
The Entrepreneurial Spirit textbook (Chapter 4)
Websites
http://jacc.becon.org
http://www.BrockU.CA/career/career/research4.html
http://www.cybf.ca/
http://www.jobhuntersbible.com/
Appendix
2.2.2 – Written Report Rubric
Appendix
2.4.1 – Electronic Presentation Rubric
Appendix
2.4.3 – Oral Report Rubric
Appendix 2.7.1
– Leadership Matching Exercise, from Introduction to Business (BBI1O)
Catholic Profile.
Appendix
23 – Data Collection Chart, from Career Studies (GLC2OP) Public Profile.
Appendix
A – Action Plan, from Career Studies (GLC2OC) Catholic Profile
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Name of Organization |
Contact Name and Phone Number |
Opportunities Available |
Duties Include |
Volunteer (V) or Paying (P) |
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/Understanding |
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Understanding
of concepts, principles and theories Expectation: Key
concepts/ principles/theories related to the expectation: |
-
demonstrates limited understanding of the key concepts, principles and
theories |
-
demonstrates some understanding of the key concepts, principles and theories |
-
demonstrates considerable understanding of the key concepts, principles and
theories |
-
demonstrates a through and insightful understanding of the key concepts,
principles and theories |
|
Thinking/Inquiry Inquiry
skills |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
-
demonstrates limited ability to use specific strategies to gather information
and generate ideas for a written report |
|
Communication Communication
of information and ideas |
-
demonstrates limited ability to use language conventions to write correctly |
-
demonstrates some ability to use language conventions to write correctly |
-
demonstrates considerable ability to use language conventions to write |
-
demonstrates a high degree of ability to use language conventions to write
correctly |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding |
||||
|
Knowledge of facts and terms Expectation: |
- demonstrates limited knowledge of facts and
terms |
- demonstrates some knowledge of facts and terms |
- demonstrates considerable knowledge of facts and
terms |
- demonstrates thorough insightful knowledge of
facts and terms |
|
Understanding of concepts, principles, and
theories Expectation: |
- demonstrates limited ability to identify and
explain content on topic |
- demonstrates some ability to identify and
explain content on topic |
- demonstrates considerable ability to explain
content on topic |
- demonstrates through ability to explain all
aspects of content on topic |
|
Thinking/Inquiry |
||||
|
Critical and creative thinking skills (e.g., to
identify the problem, topic, issue, explore alternative, collect the data) Expectation: |
- demonstrates limited ability to use specific
strategies to gather information and generate ideas for a presentation |
- demonstrates some ability to use specific
strategies to gather information and to generate ideas for a presentation |
- demonstrates considerable ability to use
specific strategies to gather information and to generate ideas for a
presentation |
- demonstrates considerable ability to use
specific strategies to gather information and to generate ideas for a
presentation |
|
Application |
||||
|
Application of concepts, skills, and procedures in
familiar (to new) contexts Expectation: |
- demonstrates limited ability to use an
organizational pattern to structure ideas for a presentation |
- demonstrates some ability to use an
organizational pattern to structure ideas for a presentation |
- demonstrates considerable ability to use an
organizational pattern to structure ideas for a presentation |
- demonstrates a high degree of ability to use an
organizational pattern to structure ideas for a presentation |
|
Use of equipment, materials and technology Expectation: |
- demonstrates limited ability to use strategies
for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies
for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies
for style, text, background, timing or transitions |
- demonstrates limited ability to use strategies
for style, text, background, timing or transitions |
Note: Space is provided to
include the specific expectation related to the assignment.
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding |
||||
|
Knowledge
of facts and terms |
-
demonstrates limited knowledge of facts and terms |
-
demonstrates some knowledge of facts and terms |
-
demonstrates considerable knowledge of facts and terms |
-
demonstrates thorough knowledge of facts and terms |
|
Communication |
||||
|
Use of
language, symbols, visuals |
-
demonstrates limited ability to use vocabulary and language conventions to
speak clearly and correctly |
-
demonstrates some ability to use vocabulary and language conventions to speak
clearly and correctly |
-
demonstrates considerable ability to use vocabulary and language conventions
to speak clearly and correctly |
-
demonstrates a high degree of ability to use vocabulary and language
conventions to speak clearly and correctly |
|
Communication
for different audiences and purposes |
-
demonstrates limited ability to use strategies for effective business
communication |
-
demonstrates some ability to use strategies for effective business
communication |
-
demonstrates considerable ability to use strategies for effective business
communication |
-
demonstrates a high degree of ability to use strategies for effective
business communication |
|
Communication
of information and ideas |
-
demonstrates limited ability to communicate information and ideas with
clarity |
-
demonstrates some ability to communicate information and ideas with clarity |
-
demonstrates considerable ability to communicate information and ideas with
limited clarity |
-
demonstrates a high degree of ability to communicate information and ideas
with clarity |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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