Course Overview
Leadership and Peer Support, Grade 11, Open, GPP 30
Course Description
This
course prepares and motivates students to provide leadership and peer
assistance to others in their schools and communities. Students will develop
skills in communication, interpersonal relations, coaching, leadership,
teamwork, and conflict management, and apply them in roles such as tutoring,
mentoring, student council. Students will also learn the value and complexity
of social diversity, while acquiring an appreciation of the importance of
contributing to their community and helping others throughout their lives.
Course Notes
The
purpose of the Leadership and Peer Support course is to develop student
leadership and support potential, style, and skills so that students can apply
these skills in the school and community. Students learn and apply related
knowledge and skills throughout the course. The course includes opportunities
for learning and practise in class as well as opportunities for application of
specific leadership and support skills in the school and the community.
Leadership and support opportunities will vary with the school and community
and should be designed to meet local needs. Based on their interests and the
needs of others, students will select, tasks or experiences which will help
them apply the skills and knowledge they have learned. The course includes four
units and a final 30% evaluation project. During the first three units students
learn a variety of skills and strategies that are critical to both leading and
supporting. It is important that students apply these skills in meaningful and
relevant contexts in class (e.g., through simulations, case studies, support
and leadership roles in the class) and through short experiences in the school
and community. Unit 4 provides students with an in-depth, extended support or
leadership experience in the school or community that the students plan,
implement, and evaluate. Teachers may need to adjust the duration of the units
based on the prior knowledge of students and on the type of field experience
the student has chosen.
Comparison of Sample Leadership and Peer Support Skills and
Knowledge
Leadership and Peer Support Structures for
Learning (Program Models)
A
variety of program models offer students opportunities to practise and apply
their leadership and peer support skills within the school setting. All models
must ensure that the knowledge and skills required to achieve the expectations
are taught and that the students have frequent opportunities for practice and
feedback. The Leadership and Peer Support teacher is responsible for the
evaluation of student work within and outside the classroom.
The
program model provides learning experiences for the students based on the needs
of the school and community. The chart outlines three possible models.
|
Program Model |
In-Class Experiences |
Sample Experiential Learning
Opportunities |
Supervision |
|
1.
Single Ongoing Field Experience |
Students
meet regularly for three or four weeks as a class through Units 1 and 2.
Students participate in some short-term (e.g., 1 or 2 periods) leadership and
support experiences during this time during the regularly scheduled period in
their chosen field experience. In
Units 3 and 4, students participate in their chosen field experience and meet
with their teacher once or twice per week during class time to debrief,
consolidate learning and to problem solve next steps. |
Single,
on-going field experience: e.g., -
assisting in classrooms, library, -
computer labs -
assisting teacher-advisers - peer
tutoring - peer
mentoring -
coaching -
assisting in math clinics -
assisting in a Grade 9 music class |
Helping,
tutoring, or coaching role supervised by a teacher Leadership
and Peer Support teacher monitors students when they are involved in
out-of-class activities |
|
2.
Varied Field Experiences |
Students
meet regularly as a class for three or four weeks through Units 1 and 2.
Students participate in some varied, short term (e.g., 1 or 2 periods)
leadership and support experiences during this time during the regularly
scheduled period or at other times in the day when they have no classes
(e.g., after school, lunch time, during the Teacher-Adviser Program) For Units
3 and 4, students participate in out-of-class projects and meet with their
teacher once or twice per week during class time to debrief, consolidate
learning and to problem solve next steps. The
Unit 4 extended experience may consist of 2 or more projects. |
Multiple,
varied field experiences throughout the course: e.g., -
organizing grade 9 orientation -
assisting with intramural events - short
term peer tutoring, classroom assistants -
assisting with commencement -
organizing a food drive assisting with arts events -
organizing teacher adviser activities -
organizing student council, athletic association, arts council events -
mediating peer conflict |
Supervised
by the leadership and peer support teacher or the teacher coordinating the
specific activity |
|
3.
Classroom - Based with Occasional Short Term Field Experiences |
For
Units 1 through 4, students meet regularly as a class to design, develop,
participate and debrief a variety of leadership and peer support activities.
Many of these activities are based within the classroom. Students participate
in a variety of single, short term (e.g., one or two periods) field
experiences throughout the course (e.g., running an assembly, organizing a
volunteer fair or career day) The
major project in Unit 4 is much shorter in duration and occurs out of class
and within the school. Unit 4 may involve two or more shorter projects |
Multiple
in-class opportunities to lead and support: -
teaching a lesson -
leading a group discussion -
conducting a meeting -
mediating group issues -
planning and preparing in groups for an out of class project Unit
4 short term out of class projects: -
running an assembly -
fund raising organizing a food drive -
organizing a career day -
assisting with placements and organization of Grade 9 or 10 job shadows,
volunteer fairs |
Supervised
by the leadership and peer support teacher or the teacher coordinating the
specific activity |
Key Learning Areas
This
course profile identifies areas of emphasis for the course. Each of these key
learning areas aligns with one or more overall expectations. Overall and
specific expectations are clustered according to the key areas of learning and
shape the focus of the units and the unit activities.
|
Key Learning Area |
Overall Expectations |
|
By the
end of this course, students will be able to: |
|
|
1. self assess, reflect on learning, plan next
steps |
PKV.01,
PKV.02, EOV.03, PKV.04 |
|
2. use effective strategies to overcome
barriers (for self and others) |
PKV.05,
IKV.03 |
|
3. apply leadership and support processes,
skills, styles and strategies |
IKV.03,
PKV.04, PKV.05 |
|
4. use a leadership/support program design
process |
PKV.04,
PKV.05, EOV.01, EOV.02 |
|
5. use effective interpersonal skills |
IKV.01,
IKV.02 |
|
6. use effective personal management skills |
PKV.03 |
|
7. understand the nature and impact of
diversity for leading and supporting |
IKV.04 |
Building
on the philosophy of the prerequisite course, Career Studies GLC2O, the
activities in the Leadership and Peer Support course are designed so that
students develop in the key learning areas throughout the course.
The units
and activities are designed to help students:
·
assess
their own leadership styles, abilities, and interest areas.
·
develop
leadership/support skills by learning, researching and applying these skills in
a variety of contexts
·
ask
critical questions, as part of a leadership/support design process, to direct
their learning and planning
·
apply
this design process to leadership and support opportunities throughout the
course
|
Design Process |
Key Questions |
Inquiry Phase |
|
1.
Assess and prioritize needs; determine focus for leadership or support. |
What
needs are most important and what needs should I address? |
Explore |
|
2. List
indicators of success. |
How
will I know that I have met these needs? |
|
|
3.
Determine resources and personal knowledge and skills will be required to
meet needs. |
What time, resources, personal knowledge and
skills, strategies will I require to carry out this project successfully?
What role will I play leader or supporter? |
|
|
4.
Assess current circumstances (reality check). |
What
personal skills and knowledge do I currently have? What resources currently
exist? What do I need to know about the context in which I will be working?
(aspects of diversity, barriers to success) |
Focus |
|
5.
Acquire resources, develop personal skills and research information required
to carry out plan. |
How
can I acquire other knowledge and skills that I will need to implement this
plan? What strategies do I need to work in this situation? What solutions do
I have to overcome any barriers? What does it look like when I use these
required skills/strategies/knowledge/resources effectively?) |
|
|
6.
Develop proposal and plan of action to address needs. |
How do
I propose to meet the identified needs? (What? Why? When? Where? With Whom?
How?) |
|
|
7.
Implement plan. |
How do
I begin? |
Apply |
|
8.
Assess the extent to, which needs were addressed. |
How
well did the project meet the needs? How do I know? |
Evaluate |
|
9.
Assess personal leadership and/or support skills. |
How
well did I lead and/or support others to meet the identified needs? What did
I learn? |
|
|
10.
Determine next steps. |
What
are additional steps can I take to meet needs that havent been met? In what
other situation can I apply my skills? |
|
Students
apply this design process to a variety of leadership and support opportunities
(e.g. short in-class experience, extended out of class project, major project
in Unit 4) throughout the course.
|
Example: Students work through the 10-step
process to plan an ice breaker for the class. |
1. What are the needs of the class? 2. How will I know if my ice breaker is
successful? 3. What resources, skills, and knowledge do I need
to carry out this plan? 4. What resources, skills, and knowledge do I
currently have? 5. What do I know about the group and how they
might react? 6. What resources, skills, and knowledge do I
need to acquire? 7. How do I propose to do the ice breaker? 8. How do I begin? 9. How well did the ice breaker meet the needs
of the class? 10. How did I do in leading the ice breaker? 11. How can I improve my skills for working with
groups? 12. What are my next steps? |
The Leadership and Peer Support
course profile emphasizes two processes derived from the key areas of learning
and course expectations. Students will learn these processes in the course and
apply them throughout their lives:
1. the leadership and support project design
process how to plan for, provide, and evaluate leadership and/or support in
response to specific needs
2. the learning process skills for
self-directed learning (how to continue to learn what is necessary to lead and
support):
· how to reflect on the application of specific leadership and support skills and knowledge
· how to self assess
· how to plan next steps for learning, leading and supporting
Students
use a portfolio to document this learning process.
Units: Titles & Time
|
Unit 1 |
Who am
I? What skills do I need to lead and support others? |
13
hours |
|
Unit 2 |
How do
I use my understanding of relationships and knowledge of diversity to help me
lead and support others? |
15
hours |
|
Unit 3 |
What do
I need to learn about leadership, support and group dynamics? |
16
hours |
|
* Unit
4 |
How can
I use my leadership and support skills to help others? |
54
hours |
|
|
Final 30% Summative Evaluation |
12
hours |
*This
unit is fully developed in this Course Profile.
Teaching/Learning
Strategies
The
Leadership and Peer Support course profile includes a variety of strategies to
meet the needs of all learners:
·
direct
instruction whole class and small group
·
indirect
instruction
· inquiry process
· problem solving
·
interactive
learning
· small group discussion and debriefing
· small group co-operative learning
· presentations
· brainstorming
· conferencing: peer and student/teacher
·
experiential
learningv
· case studies and role playing
· extended field experiences
·
independent
study
· oral and written reflection/journal writing
· self-assessment
· portfolio developmentvv
Wherever
possible, students are encouraged to use their learning strengths (e.g.,
dominant intelligences, preferred learning styles) to learn and to demonstrate
learning. Instructional approaches and learning resources should support a
variety of ways of learning and therefore model strategies and approaches used
in leadership and support roles.
vExperiential Learning Strategy
One of
the key teaching/learning strategies in Leadership and Peer Support is
experiential learning (e.g., field trips, simulations, case studies, field
observations, field experience). Experiential learning is acquired through
practical experience. This teaching/learning strategy involves an on-going
cycle of experiencing, analysing the experience, deriving personal meaning and
learning from the experience and applying this learning in another situation.
In other words, learning results not from the experience but as a result of
reflecting on the experience.
vvPortfolio Development
Students
use a portfolio to document their learning in the course. Students collect
evidence of their learning in the course, select samples from it for their
portfolios, reflect on what was learned and determine their possible next
steps. Students can organize their portfolios in a variety of ways:
·
according
to the strands in the course
· Personal Knowledge and Management Skills
· Interpersonal Knowledge and Skills
· Exploration of Opportunities
·
project
by project according to the steps in the design process
·
according
to the key learning areas in the course (i.e., self directed learning,
overcoming barriers, leadership and support skills, the project design process,
interpersonal skills, personal management skills, and the nature and impact of
diversity)
Assessment &
Evaluation of Student Achievement
In
Leadership and Peer Support, assessment tasks are focused on expectations
clustered around the key learning areas identified earlier. Assessments can be
formative or summative. Student applications of new concepts and skills, early
tries are assessed formatively. This provides students with valuable feedback
designed to improve their knowledge and skills. Summative assessment is used
for later tries after students have had opportunities for practice and
feedback.
In the
Leadership and Peer Support course profile, a variety of assessment strategies
are used for student demonstrations of learning.
|
Assessment Method |
Assessment Strategies |
|
Pencil-and-paper |
quizzes,
tests, reports, essays, checklists, rubrics, |
|
Demonstrations/
Performances |
class,
school and community based projects, skills demonstrations, role playing,
organizing events and simulations |
|
Personal
Communication |
journals,
student-teacher conferences, interviews, portfolio |
Since
students demonstrate their knowledge and skills in a variety of settings in
the classroom, in the school and sometimes, in the community, it is impossible
for the Leadership and Peer Support teacher to observe all demonstrations by
all students. For this reason, alternate methods of collecting information for
assessment must be used. Examples of this include:
·
evidence
(proof of achieving the expectations of the task) is gathered by the student,
e.g., a log of activities, an outline of a presentation, a meeting agenda,
copies of work produced, written summaries, videos, audiotapes, etc.
·
checklists
or rubrics completed by the supervising teacher The Leadership and Peer Support
teacher uses appropriate assessment tools to assess this evidence (e.g.,
checklists, rubrics, tests and rating scales). The student may store this
evidence in his/her portfolio, kit or folder for reference when reflecting on
and debriefing field experiences in class and for collecting evidence for the
summative evaluation.
·
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation
Final Summative Evaluation
The final
30% summative assessment component should address several of the expectations
that relate to the key areas of learning identified previously. This may take
the form of a report, a presentation, a video documentary, a portfolio
presentation or any other method that can provide a description of what the
student has learned. Students may be asked to highlight their learning in the
key areas of the course, provide proof of their learning, describe how their
learning took place, assess their current knowledge and skills and outline,
with a rationale, their potential next steps for learning about leading and
supporting.
An
alternate approach involves shortening the duration of the leadership/support
field experience in
Unit 4 so that students can complete another leading or helping project. The
final evaluation is based on the students use of the design process its
documentation in a portfolio and an explanation of the portfolio contents in a
report or conference. Unit 4 provides a sample final 30% evaluation task.
Accommodations
The
following considerations apply to each of the units in this course:
·
Any
student or group of students may require accommodations in response to specific
needs at different times and in varied circumstances.
·
Appropriate
accommodations should be part of the planning of each unit activity in terms of
the particular students in the class and their specific needs.
·
Instructional
and assessment activities as identified in the Individual Education Plan
whether students are formally identified or not. Accommodation to curriculum,
instruction, assessment, and evaluation may include but are not limited to:
· simplified tasks and activities;
· expanded expectations and opportunities for enrichment;
· more time for learning and completion of activities;
· use of specialized equipment and assistance;
· adapted work load;
· to accommodate students with weak writing skills, a wide range of options for recording and reporting work (e.g. drawings, diagrams, flow charts, concepts maps);
· use of available adaptive technologies to assist students (computer-assisted learning);
· where possible, assessment strategies adapted to student learning strengths;
· key words charted oral reports; scribe (teacher or student) helps in note making;
· use of tape recorders or computers as an alternative to written responses;
· Some students with an IEP may require selected expectations to be modified to meet the students needs. As outlined in Ontario Secondary School, 1999, the principal will determine whether achievement of these modified expectations warrants successful completion of the course.
(Adapted from Grade 9 Learning
Strategies Course Profile Public District School Board Writing Partnership,
1999 and Grade 9 Essential Science Course Profile, Public and Catholic District
School Boards Writing Partnership, 1999.)
OSS Considerations
·
The
Ontario Curriculum, Grades 11 and 12, Guidance and Career Education, 2000.
·
Choices Into Action, Guidance and Career Education Policy, 1999.
·
Cooperative Education and Other Forms of Experiential Learning; Policies
and Procedures for Ontario Secondary Schools
Schools offering work experiences are required to:
· provide students with a pre-placement orientation
· prepare a personalized placement learning plan that relates their work experience to specific expectations in the Leadership and Peer Support course.
Resources
Brigman,
Greg and Barbara Earley. Peer Helping A
Training Guide. Portland, Maine: J. Weston Walch, 1990. ISBN 0-8251-1665-1
Clifton
A., T. Blackbourn, L. Galen, F. Ward, and J. Twist. Plan, Assess, Report, Guidance and Career Education, Grade 9 and 10.
Data Based Directions, 2001.
Cotton,
Kathleen. The Schooling Practices That
Matter Most. Alexandria, VA: Association for Supervision and Curriculum
Development, 2000.
Covey,
Sean. The 7 Habits of Highly Effective
Teens. New York: Simon & Schuster, 1990.
ISBN 0-684-85609-3
Covey,
Stephen. The Seven Habits of Highly
Effective People: Powerful Lessons in Personal Change. Toronto:
Simon & Schuster, 1990.
Crutsinger,
Carla. Thinking Smarter: Skills for
Academic Success. Carrollton, Texas: Brainworks, INC, 1992. ISBN
0-944662-01-3
Costa,
Arthur and Bena Kallick. Activating and
Engaging Habits of Mind. Alexandria, VA: Association for Supervision and
Curriculum Development, 2000. ISBN 0-87120-369-3
Dunning,
Donna. Learning Your Way. Red Deer,
AB.: Unlimited Learning Publications, 1998.
ISBN 0-9683559-0-0
Ferrara,
J., Peer Mediation: Finding a Way to Care.
York, Maine: Stenhouse Publishers, 1996.
ISBN 1-56110-021-0
Fogarty,
Robin and James Bellanca. Teach Them
Thinking. Palatine, Il: IRI. Skylight Publishing, INC., 1993. ISBN
0-932935-03-6
Foster,
Elizabeth Sabrinsky. Energizers and Ice
Breakers. Minneapolis: Educational Media Corporation, 1989. ISBN
0-932796-25-7
Foster,
Elizabeth. A Student Handbook for
Training Peer and Cross Age Tutors. Minneapolis, Minnesota: Educational
Media Corporation, 1992. ISBN 0-932796-44-3
Gordon,
D., I. McLellan, and E. Potts. The
Leading Edge: Leadership Skills for the 90s. Toronto: Ontario Secondary
School Teachers Federation, 1991. ISBN 0-920930-52-2
Hazouri,
S., P. Smith, and M. Frey. Peer Listening
in the Middle School: Training Activities for Students. Minneapolis:
Educational Media Corporation, 1991. ISBN 0-932796-34-6
Jones,
Donald. Tutoring: One To One.
Peterborough: Neoteric Educational Colleagues INC., 1990.
ISBN 0-9694703-0-4
Kalpatoo,
T and D. Newman. Peer Mediation: A Manual
for Secondary Schools. Surrey, B.C.: The Conflict Resolution Centre. 1996.
Kaufeldt,
Martha. Begin With the Brain. Tucson,
AZ.: Zephyr Press. ISBN 1-56976-098-5
Marzano,
Robert, Debra Pickering, and Jane Pollock. Classroom
Instruction that Works. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001. ISBN 0-87120-5-4-1
Noddings, Nel. The Challenge to Care In Schools. New York: Teachers College Press,
1992.
ISBN 0807731773
Painter,
Carol. Friends Helping Friends: A
Manuel for Peer Counsellors. Minneapolis: Educational Media Corporation, 1989.
ISBN 0-932796-28-1
Porro,
Barnara. Talk It Out. Alexandria, VA:
Association for Supervision and Curriculum Development, 1996. ISBN
0-87120-262-X
Schniedewind,
Nancy and Ellen Davidson. Open Minds to
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Harvey, Richard Strong, and Matthew Perini. So
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John, Tim Kearns, and Carole Pickering. Managing
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Videos
Schmidt,
F. Mediation: Getting to Win Win. Sunburst Communications
Websites
Note: The URLs for the websites have been
verified by the writer prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
Canadian Association of Students Associations
http://casaaCanadian Association of Student Activity Advisors
http://www.casaa-resources.net/Canadian Association of Students Associations
http://casaaCanadian Spirit Magazine
http://www.sightsandsounds.ca/canadianspirit/pages/mainlin.htmlGateway To
Diversity
http://www.equalopportunity.on.ca/english_g/ Keirsey Temperament Sorter and
Keirsey Temperament Theory
http://www.keirsey.com/Instructional Approaches, Saskatchewan Ministry of
Education
http://www.sasked.gov.sk.ca/evergreen/policy/approach/instrapp03.html Ontario
Educational Leadership Centre
http:/www.oelc.Ontario Physical and Health Educators Association
http://www.ophea.org/Ontario School Counsellors Association
http://www.osca.ouac.on.caWhite Stag Leadership Development Junior Leader
Training
http://www.whitestag.org/aims/leadership_principles.html
Unit Overviews
Unit 1: Who Am I? What Skills Do I Need to Lead and
Support Others?
Time: 13 hours
Unit
Description
Building on their current self-knowledge,
students will examine themselves as learners, leaders and supporters/helpers
and determine how their attributes, preferences, learning and leadership styles
and skills influence and impact others.
Students
will identify opportunities for leadership and peer support and determine how
participation in one or more of these opportunities can assist them in focusing
their future goals. Students will participate in simulations or short in-class
experiences (e.g. class project, learning buddies) structured to help them
develop, use and analyse the skills required in leadership and support
situations.
Some of the skills and styles addressed will include:
·
leadership
styles (e.g., autocratic, democratic, collaborative)
·
leadership
skills (e.g., team building, facilitation, problem solving, delegation,
communication)
·
personal
management skills (e.g., organization, independence, project management,
perseverance, initiative)
·
helping
skills (e.g., communication including active listening - attending,
empathizing, questioning, paraphrasing, reflecting, summarizing,
decision-making, instructional strategies)
By
participating in situations that require the application of these skills,
students will begin to make connections between their own skills, the
opportunities available in the school and community for leadership and support
and the skills they need to develop to be effective leaders and helpers.
Students
will expand the Personal Profile begun in the Career Studies GLC2O course by
summarizing and including their current leadership and support skills.
Suggestions
for Unit Development Unit 1 activities focus on the following:
·
Key
Learning Area 1 self-directed learning
·
Key
Learning Area 4 leadership and support design process
·
Key
Learning Area 6 personal management skills
Unit
Overview Chart
|
Title |
Time |
Expectations |
Assessment |
Focus |
|
Who am
I? How does this determine my leadership and support style? |
7 hours |
PKV.01,
PKV.04, PK1.01, PK2.01, -.04 |
Knowledge/
Understanding |
-
expansion of personal profile -
application, analysis and self-assessment of learning preferences, leadership
styles and skills |
|
What
personal management skills do I need to develop as a successful leader or
helper? |
4 hours |
PKV.03,
PKV.04, PK1.01, PK3.01, -.03 |
Knowledge/
Understanding Application Communication |
-
application, analysis and self-assessment of: - strategies for success in school - skills for effective leadership and peer support -
analysis of Leadership and Support Design Process |
|
What
leadership and peer support opportunities are available? Where do I fit in? |
2 hours |
PKV.02,
EOV.03, PK1.04, EO1.01, EO2.01, -.05 |
Knowledge/
Understanding Thinking/ |
-
identification, description and assessment of leadership and peer support
opportunities in terms of personal interests and skills |
Unit 2: How Do I Use My Understanding of
Relationships and Knowledge of Diversity to
Help Me Lead and Support Others?
Time: 15 hours
Unit
Description
Unit
2 focuses on the nature of diversity and understanding interpersonal
relationships. Students will explore various theories of human relations and
the impact of diversity on personal development, interpersonal relationships
and leading and supporting individuals and groups.
Through
case studies, interviews, guest speakers, personal experience and discussion,
students will examine various kinds of diversity (e.g., culture, race,
religion, gender, age, social and economic status) and the value and challenges
of diversity when working with individuals and groups. Students will explore
the influence of factors such as power, privilege, dominance, bias, harassment,
stereotyping, and prejudice on relationships and group dynamics. Through
in-class support and leadership experiences (e.g., simulations, role playing,
case studies) students will:
·
develop
strategies for leading or helping diverse groups;
·
examine
a variety of learning strategies required for peer tutoring;
·
examine
a variety of barriers to success and learning;
·
develop
and apply strategies to help individuals and groups deal with barriers to
success;
·
learn
how to respond to confidential issues and disclosures.
Students will begin to work through a leadership and
support design process as:
·
assess
needs in their school and community;
·
select
opportunities for leadership or peer support;
·
determine
the knowledge and skills that are required for a specific area of need;
·
identify
the skills they need to learn to be an effective leader or helper.
Students will document their
interpersonal skills, leadership skills, and program design skills in their
portfolios.
Suggestions
for Unit Development
Unit 2
activities focus on the following:
·
Key
Learning Area 2 effective strategies to overcome barriers
·
Key
Learning Area 5 interpersonal skills
·
Key
Learning Area 7 nature and impact of diversity
Unit
Overview Chart
|
Activities |
Time |
Expectations |
Assessment |
Focus |
|
1. What
are the aspects of diversity that I need to know to lead and support? |
4 hours |
IKV.04,
IK1.05, IK3.01, IK4.01, IK4.02, IK4.05, IK4.06 |
Knowledge/
Understanding Thinking/ |
-
analysis of dimensions of diversity and implications for leadership and
support -
analysis of impact of individual rights and responsibilities |
|
2. How
do I use my knowledge of barriers to effectively help others learn? |
3 hours |
PKV.05,
PK1.01, .02, .03, IK1.01, IK1.05, IK1.06, 1K4.04 |
Knowledge/
Understanding Thinking/ |
-
analysis and practise of learning strategies for peer tutoring -
analysis of barriers to effective learning -
selection of community resources that address these barriers |
|
3. What skills do I need to learn to be a
leader in a diverse population? |
6 hours |
IKV.01, IKV.03, IK1.02, IK1.03, IK2.01,
IK2.04, PK3.04 |
Knowledge/ Understanding Application |
- analysis of leadership strategies and
interpersonal relationships - application of leadership skills,
interpersonal skills - recognition of confidentiality issues |
|
4. How
can I design and plan a needs assessment to identify school/community needs? |
2 hours |
EOV.01,
EOV.02, EO1.02, EO1.03, EO2.02, EO2.03 |
Application Communication |
-
development of an assessment that identifies school/community needs -
designing approach to meet needs -
analysis of required skills and knowledge |
Unit 3: What Do I Need to Learn About Leadership,
Support and Group Dynamics?
Time: 16 hours
Unit
Description
In Unit
1, students will have developed an awareness of the variety of skills and
strategies related to leading and helping others. In this unit, students will
examine their styles of leadership and support in depth and develop and
practise comprehensive sets of skills related to leadership and peer support.
By participating in experiential activities in class or within the school and
community (e.g., role playing, simulations, group fund raising event, peer
tutors, team meetings, school needs research committee, planning teams) that
require students to work as leaders and supporters, students will apply, assess
and document in their portfolios, a variety of communication, interpersonal and
leadership skills. Students will ask the questions in the leadership and
support design process to plan their activities, reflect on their experiences
and set goals for improvement. Student will use the project design process as
they determine the skills and strategies they will need to carry out the major
leadership or peer support project that they will design and implement in Unit
4. Students will set goals for the use, improvement and practice of the skills
that they predict they will need for their extended leadership/support project
in Unit 4.
Suggestions
for Unit Development
Unit 3
activities focus on the following:
·
Key
Learning Area 1 self-directed learning
·
Key
Learning Area 3 leadership and support processes, skills, styles and
strategies
·
Key
Learning Area 5 interpersonal skills
Unit
Overview Chart
|
Activities |
Time |
Expectations |
Assessment |
Focus |
|
1. What
communication skills do I need to learn and refine to be an effective leader
and/or helper? |
5 hours |
IKV.02,
IK2.03, IK2.04, IK3.01 |
Knowledge/
Understanding Application Communication |
-
listening, feedback, speaking to large groups (communication skills) -
reflection/self-assessment -
dealing with confidentiality -
running a meeting |
|
2. What
is my leadership style and how do I grow to be an effective leader and/or
helper? |
3 hours |
PKV.02,
IKV.01, IK2.02, IK3.05, IK3.06, IK4.03, EO1.02 |
Knowledge/
Understanding |
-
investigating and applying leadership styles and skills -
planning in terms of individual rights and responsibilities |
|
3. What team building/group dynamics
strategies do I need to know to be an effective leader and/or helper? |
5 hours |
IKV.01, IKV.03, IK2.02, IK3.03, IK3.04,
IK3.06, IK4.04 |
Application Knowledge/ Understanding |
- applying and analysing the use of team
building and relationship building strategies - analysing barriers to effective group
dynamics |
|
4. How
can I use conflict resolution and mediation skills to be an effective
leader/helper? |
3 hours |
IKV.01,
IK1.04 |
Knowledge/
Understanding |
-
mediating conflict |
Unit 4: How Can I Use My Leadership and Support
Skills to Help Others?
Time: 54 hours
Unit
Description
In this
unit, students will apply the skills and knowledge developed in previous units
in an extended school or community leadership or support project. In previous
units, guided by the questions in the leadership and support project design
process, students assessed school needs and predicted and developed skills
required to meet those needs. In this unit, students assess their current
leadership and support skills, select a leadership or support project based on
their skills and their interests and define the needs of the specific project.
Guided by the Leadership and Support Project Design Process, students will
develop a personal action plan, and apply their knowledge and skills in a
significant leading or helping project. Project opportunities may include:
tutoring, mentoring, organizing a student, athletic or arts council event,
coaching, peer mediation, a project associated with the production of the
yearbook or school newspaper, working with community groups on specific
projects (e.g., food drives, house league coaching, the Terry Fox Run). The
unit allots a significant amount of time to planning and implementing the
project. Teachers may choose to shorten the amount of time for the project so
that students can plan and implement two or more projects. Students will use
their Leadership and Peer Support Portfolio to document their development of
knowledge and skills gained through the experience and use journals to record
key events and define issues. Unit 4 is divided into three activities: Activity
4.1 focuses on planning, Activity 4.2 focuses on implementation and Activity
4.3 focuses on assessing the success of the project and the personal
application of leadership/support skills and knowledge.
Suggestions
for Unit Development
Unit 4
activities focus on the following:
·
Key
Learning Area 1 self-directed learning
·
Key
Learning Area 2 effective strategies to overcome barriers
·
Key
Learning Area 5 interpersonal skills
Unit
Overview Chart
|
Activities |
Time |
Expectations |
Assessment |
Focus |
|
1. How can I design and plan a program to
meet identified needs? |
4 hours |
PKV.02, PKV.03, PKV.05, IKV.03, IKV.04,
EOV.01, EOV.02, EOV.03, EO1.02, EO1.03, EO2.01, EO2.03, EO2.04, PK1.03,
PK1.04, PK2.04, IK2.02, IK3.03, IK3.01, IK4.01 |
Application |
- application of design process: developing a
proposal and plan based on needs, interests and personal strengths |
|
2. How do I carry out my plan? |
4.6 hours |
IKV.01, IKV.02, IKV.03, PKV.03, PKV.04,
IK1.03, IK2.02, IK2.03, IK3.02, IK3.06, PK1.01, PK1.03, PK2.04, PK3.02,
PK3.04 |
Application Communication |
- application of interpersonal, personal
management skills, problem solving and thinking strategies reflection and
assessment of own work |
|
3. How
did I do and how effective was my plan? |
4 hours |
PKV.02,
EOV.02, PK2.04, EO2.04, EO2.05 |
Thinking/ |
-
responding to individual difficulties and influences with empathy assessing
leadership and support program; determine next steps assessing personal
growth; determining next steps |
Coded Expectations, Leadership and Peer Support, Grade 11, Open, GPP3O
Personal Knowledge and
Management Skills
Overall Expectations
PKV.01 · explain how their aspirations,
competencies, talents, temperaments, and characteristics may affect their
interactions with others;
PKV.02 · identify criteria for assessing
the effectiveness of individuals in leadership and peer support roles and use
these criteria to assess their own leadership and peer support capabilities;
PKV.03 · identify and effectively use the
personal management skills and characteristics required to succeed in
leadership and peer support roles;
PKV.04 · demonstrate an understanding of
effective learning strategies for use in tutoring and mentoring roles;
PKV.05 · demonstrate an understanding of
barriers to effective learning and of school and community resources available
to address these barriers.
Specific Expectations
Learning
and Thinking Strategies
PK1.01 demonstrate an understanding of a
range of effective learning strategies (e.g., study, research, note-taking, and
recall strategies) that can be applied to helping others learn;
PK1.02 identify and describe barriers to
effective learning (e.g., emotional barriers, motivational barriers, learning
disabilities);
PK1.03 explain how to recognize barriers
to learning in others and how to determine their own role in helping others
address these barriers;
PK1.04 describe school and community
programs and services available to support students needs (e.g., guidance
services, social service agencies, mentorship programs) and explain how to
access them.
Personal
Knowledge
PK2.01 produce a personal profile that
describes how they interact with others and how others see them, using a
variety of assessment techniques (e.g., personality inventories, feedback from
others) that identify personal characteristics such as interests, skills,
emotional intelligence, and temperament;
PK2.02 identify and describe the
leadership style that is best suited to their personality profile;
PK2.03 explain how a variety of factors
(e.g., culture, family background, personal experiences, the media) have
influenced their motivation and skills related to support and leadership roles;
PK2.04 describe a set of criteria to
assess the effectiveness of individuals in leadership and peer support roles
and use these criteria to assess their own strengths and needs for further
development.
Personal
Management
PK3.01 identify the personal management
skills and personal characteristics that are needed to be effective in
leadership and peer support roles;
PK3.02 demonstrate the effective use of
personal management skills in a variety of leadership and peer support roles;
PK3.03 identify and describe personal
management strategies that contribute to academic success (e.g., strategies for
dealing with homework, tests, missed classes, work load, procrastination) and
demonstrate how to communicate these strategies in tutoring and mentoring
roles;
PK3.04 demonstrate an understanding of
the principles and protocols related to confidentiality and privacy rights and
their relevance to leadership and peer support roles.
Interpersonal Knowledge
and Skills
Overall Expectations
IKV.01 · demonstrate an understanding of
and use theories and strategies related to positive and healthy interpersonal
relationships;
IKV.02 · demonstrate an understanding of
and use theories and strategies related to effective communication;
IKV.03 · demonstrate an understanding of
theories and strategies related to leadership and group dynamics and use these
to help individuals and diverse groups achieve their goals;
IKV.04 · demonstrate an understanding of
how community diversity and individual rights and responsibilities affect
leadership and peer support roles.
Specific Expectations
Interpersonal
Relations
IK1.01 demonstrate an understanding of
the characteristics of positive relationships and of the early signs of an
abusive relationship;
IK1.02 demonstrate an understanding of
the elements of good mental health;
IK1.03 describe the elements of
effective interpersonal relations (e.g., respect for differences, flexibility,
honesty, integrity) and demonstrate their use in selected leadership and peer
support roles in the school or community;
IK1.04 describe a conflict resolution
model and demonstrate its use in a variety of situations to reduce conflict and
reach mutually agreeable solutions;
IK1.05 define and explain concepts
(e.g., bias, stereotyping, prejudice) and contemporary social problems (e.g.,
substance abuse, poverty, violence) that denote barriers to individual success,
and identify strategies to address these barriers;
IK1.06 identify the types and sources of
pressure on adolescents (e.g., peer pressure, family tensions, media
influence), describe the behaviours that may result, and identify appropriate
strategies to deal with pressure.
Communication
Skills
IK2.01 explain the benefits and pitfalls
of expressing emotions and demonstrate appropriate ways of managing their own
emotions and responding to others expressions of emotions;
IK2.02 describe the elements of
effective communication (e.g., active listening, non-judgemental statements,
paraphrasing) and demonstrate their use in selected leadership and peer support
roles in the school or community (e.g., tutoring, mentoring, coaching,
mediating, assisting with school or community projects);
IK2.03 use feedback effectively and appropriately
to help others identify their strengths and areas needing improvement;
IK2.04 demonstrate an understanding of
how to respond appropriately to peers disclosures of serious personal matters
(e.g., health problems, physical and emotional abuse, family issues,
harassment, substance abuse).
Group
Dynamics
IK3.01 explain how cultural background
may affect communication, interpersonal relations, and leadership styles;
IK3.02 demonstrate the skills required
to help others define and achieve their goals (e.g., action planning,
coaching);
IK3.03 describe theories of group
dynamics (e.g., theories describing stages of group development, roles of group
members) and produce an analysis of the dynamics of groups in which they
participate;
IK3.04 describe a variety of
team-building strategies and explain how they facilitate positive interaction
and improve group and individual results;
IK3.05 explain how selected leadership
styles and strategies affect group interaction and results;
IK3.06 identify skills of effective
leadership (e.g., building consensus, identifying and using strengths of group
members) and demonstrate their use in classroom groups and in planning school
or community events.
Connecting
With the Community
IK4.01 describe the dimensions of
diversity within their community (e.g., gender, culture, race, ability, age,
religion, socioeconomic level) and identify the value of diversity as well as
the challenges it poses;
IK4.02 describe their rights and
responsibilities as a part of a community whose members come from diverse
backgrounds;
IK4.03 identify how their rights and
responsibilities and those of others influence the ways they perform various
leadership and peer support roles;
IK4.04 explain how power can be used
positively or misused in work, family, and peer contexts and identify
strategies to deal with situations where power is misused (e.g., gang
aggression, child abuse, workplace harassment);
IK4.05 describe the causes and costs to
individuals, families, and communities of discrimination, harassment, violence,
and poverty, using appropriate documentation and statistical information;
IK4.06 describe a personal vision of a
just and equitable society and propose means of addressing social and
individual problems.
Exploration of
Opportunities
Overall Expectations
EOV.01 · demonstrate the effective use of
data-gathering techniques and print, electronic, and human resources to
identify leadership and peer support opportunities in the school and the
community;
EOV.02 · demonstrate the effective use of
program design techniques to design peer support/leadership programs to address
needs they have identified in the school;
EOV.03 · evaluate their own suitability
for selected leadership and peer support opportunities (e.g., fundraising, peer
mentoring, tutoring).
Specific Expectations
Accessing
and Managing Information
EO1.01 produce a comprehensive list of
the leadership and peer support opportunities available in their school and community,
using print, electronic, and human resources;
EO1.02 demonstrate the ability to use
desktop publishing or other appropriate software in accessing and managing
information (e.g., to produce marketing materials promoting school events or
peer support programs);
EO1.03 produce and present effective
proposals (e.g., for the development of new peer support programs or for
soliciting support from community partners).
Trends
and Opportunities
EO2.01 describe selected peer support roles (e.g.,
tutoring, mentoring) in terms of responsibilities of the role, skills required,
time commitments, and benefits and challenges for the volunteer, and evaluate
their own suitability for these opportunities;
EO2.02 demonstrate the ability to design and use a
needs assessment questionnaire to identify the types of support needed in their
school;
EO2.03 demonstrate the ability to design programs
to meet identified needs (e.g., welcoming students who are new to the school);
EO2.04 demonstrate the ability to design
and use an evaluation tool to assess the programs that they have designed;
EO2.05 explain how experience in
leadership and peer support roles at school and in the community can help them
achieve their future occupational and community involvement goals.