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Course Profile Advanced Learning Strategies: Skills for Success After Secondary School (GLS4O/GLE4O/GLE3O), Grade 12, Open, Catholic

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12,
Guidance and Career Education, 2000.

Prerequisite: GLC2O

Course Description

This course improves students’ learning skills, preparing them to make successful transitions to work and postsecondary education and become independent, lifelong learners. Students will learn how to assess their learning abilities and use critical reading, time management, and other techniques for promoting effective learning. In addition, they will investigate learning requirements for employment and postsecondary education or training and develop plans for learning after secondary school.

How This Course Supports the Ontario Catholic School Graduate Expectations

Students come to know themselves as recipients and caretakers of God’s many gifts. Through various activities, assignments and reflections, students develop a deeper understanding of how to become self-directed, responsible, life-long learners. Dignity of the human person, dignity of work and the virtue of hope are explored through various postsecondary environments. The culminating activity illustrates how students can become collaborative contributors in their chosen destination after secondary school.

Course Notes

The purpose of Learning Strategies: Skills for Success After Secondary School, is to develop a transition plan so that students can become life-long learners in various postsecondary environments. Mnemonics are used as an example of a possible learning strategy and to provide a logical structure to the course for the teacher and student. Students learn (L.E.A.R.N.) to:

· Look at themselves by locating evidence of their learning styles;

· Ensure their success by enhancing their learning skills;

· Assemble their alternatives by assessing the postsecondary environment;

· Research opportunities by reviewing their options;

· Navigate their pathways by planning their next steps.

Students are provided with the opportunity to use skills and information learned in the Grade 10 Career Studies course and previous Annual Education Plan activities. Students may have already taken the
Grade 9 Learning Strategies 1: Skills for Success in Secondary School course and the Grade 11 Designing Your Future course. Teachers should undertake diagnostic assessment to determine students’ knowledge of physiology required for this unit, and follow-up by reviewing or teaching these concepts. Also, students may have an Individual Education Plan that outlines accommodations and/or modifications. Students are expected to expand upon existing portfolios and action plans and revise them to plan for successful transitions to postsecondary settings.

In the first unit, students learn about memory and learning as it pertains to brain anatomy. They define their learning styles by examining evidence from their educational history. They identify effective learning strategies (memory, reading, note-taking, studying, test-taking, concentration) and then assess their own strengths, challenges, and areas for improvement. Students develop a Personal Learning Profile and use this information to advocate for themselves within the school setting in preparation for postsecondary situations.

Unit 2 examines how issues such as motivators, priority management, networking, and nutrition, etc. contribute to one’s lifestyle. Students develop a Healthy Lifestyle Profile.

Exploration of opportunities is the focus of Unit 3. Students apply what they learned about themselves in the first two units to analyse their suitability to each destination. Students develop a Travel Map of Possible Destinations, which identifies a preferred pathway after secondary school.

The emphasis of Unit 4 is on researching the preferred pathway. Students choose two career fields compatible with their personal learning profile. Using a variety of resources, students create a Career Profile outlining the talents, skills, and education they will bring to this field of work.

The final unit synthesizes each unit’s cumulative task to create a Transition Plan. Students demonstrate the effective use of transition strategies to prepare for their first postsecondary destination. Students use a variety of media and graphic tools to effectively communicate their information to personnel from one of their career fields. All five cumulative tasks should be housed in some form of a portfolio that students can use as evidence when achieving goals after secondary school.

If students are in their final year of high school, it is recommended that this course be taken in the first semester. If offering this course as 2 half-credits, it is recommended that Part 1 consists of Units 1 and 2 and be grouped with a research project that leads to a Preliminary Transition Plan. In completion, Units 3 and 4 should make up Part 2 with a Transition Plan.

Units: Titles and Time

* Unit 1	Look At Me	30 hours
Unit 2	Ensure my Success	20 hours
Unit 3	Assemble my Alternatives	30 hours
Unit 4	Research my Options	15 hours
Unit 5	Navigate my Pathway	15 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Look at Me

Time: 30 hours

Unit Description

In unit one, students discover themselves as unique I.N.D.I.V.I.D.U.A.L.S. made in the image and likeness of God. They discover the mystery of the brain and its role in learning. Students identify their preferred learning styles and the means to attain efficient work and study skills. As a cumulative task, students create a Personal Learning Profile which will be used in unit 4 as a basis for career exploration.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	LSV.01, PKV.01, LS1.01, LS1.03, LS2.02, LS2.06, PK1.01 CGE3c, CGE3e, CGE4g	Knowledge/Understanding Thinking/Inquiry Communication	Investigate the Brain Theory
2	LSV.01, PKV.01, LS1.01, LS1.02, LS1.03, LS2.02, LS2.06, PK1.01 CGE3c, CGE3e, CGE4g	Knowledge/Understanding Thinking/Inquiry Communication	Name the Functions of the Brain
3	LSV.01, PKV.01, LS1.01, LS1.02, LS1.03, LS2.01, LS2.02, LS2.06, PK1.01 CGE 3c, CGE3e	Knowledge/Understanding Thinking/Inquiry Communication	Describe the Connection Between Memory and Learning
4	LSV.01, LSV.02, LSV.04, PKV.01, LS1.01, LS1.03, LS2.02, LS2.06, PK1.01 CGE2c, CGE3c, CGE3e, CGE5a, CGE5e	Knowledge/Understanding Communication	Identify Your Preferred Learning Style
5	LSV.01, LSV.02, LS2.01, LS2.06, LS2.07 CGE3c, CGE4b, CGE5f	Knowledge/Understanding Thinking/Inquiry Communication Application	Verify Effective Memory Strategies
6	LSV.02, LS1.03, LS2.02, LS2.03, LS2.06 CGE2b, CGE4g	Knowledge/Understanding Thinking/Inquiry Communication Application	Integrate Critical Reading Strategies
7	LSV.02, LS2.04, LS2.06 CGE3c, CGE4b	Knowledge/Understanding Thinking/Inquiry Communication Application	Develop Proper Note-taking Strategies
8	LSV.02, LSV.04, PK2.08, LS2.05, LS2.06, LS3.07, PKV.04 CGE3c, CGE4e, CGE4f	Knowledge/Understanding Thinking/Inquiry Communication Application	Utilize Study Techniques and Test-taking Strategies
9	LSV.02, LS1.01, LS1.03, LS2.06, LS2.07 CGE2c, CGE4f, CGE4g	Knowledge/Understanding Thinking/Inquiry Communication Application	Acquire Communication Skills
10	LSV.02, LSV.04, PKV.01, TCV.03, LS1.03, LS2.02, LS2.06, LS3.07, PK1.01, PK1.02, TC1.04 CGE3c, CGE4e, CGE4f, CGE7b	Knowledge/Understanding Thinking/Inquiry Communication Application	List Your Strengths and Strategies
11	LSV.02, LSV.03, LS1.01, LS1.03, PK1.03 CGE3c, CGE4f	Knowledge/Understanding Thinking/Inquiry Communication Application	Start Advocating for Yourself

Unit 2: Ensure my Success

Time: 20 hours

Unit Description

This unit focuses on personal factors that contribute to a H.E.A.L.T.H.Y. lifestyle. Students have the opportunity to reflect on the role and impact of faith in their lives. They evaluate their personal habits, health, motivators and support networks that contribute to personal success. Students transfer this knowledge to home, school, and postsecondary settings. The cumulative task consists of a Personal Healthy Lifestyle profile presented in a format that is consistent with their preferred learning style, i.e., flow chart, pictorial/verbal collage, oral presentation, essay, scrapbook, subtitle point form.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	LSV.03, LS3.01, LS3.02 CGE1j, CGE3a	Communication Knowledge/Understanding	Have a Look at a Healthy Lifestyle
2	LSV.03, PKV.02, LS3.02 CGE1e, CGE1j, CGE3a, CGE4h	Knowledge/Understanding Thinking/Inquiry Communication Application	Examine My Personal Habits
3	PKV.02, PKV.03, PK2.03, PK2.04, PK2.05 CGE7b, CGE3d	Knowledge/Understanding Thinking/Inquiry Communication Application	Analyse My Network
4	LSV.03, LS3.05 CGE6c, CGE1f	Knowledge/Understanding Thinking/Inquiry Communication Application	List My Motivators
5	PKV.03, PK2.06, PK2.07 CGE7b, CGE7j	Knowledge/Understanding Thinking/Inquiry Communication Application	Track My Priorities
6	PKV.04, PK2.08 CGE1i, CGE4e, CGE4f	Knowledge/Understanding Thinking/Inquiry Communication Application	Highlight My Strategies
7	LSV.03, PKV.02, PKV.03, LS3.01, LS3.02, LS3.05, PK2.03, PK2.04, PK2.05, PK2.06, PK2.07, PK2.08 CGE1e, CGE1f, CGE1i, CGE1j, CGE3a, CGE3d, CGE4e, CGE4f, CGE4h, CGE6c, CGE7b, CGE7j	Knowledge/Understanding Thinking/Inquiry Communication Application	Yield a Healthy Lifestyle

Unit 3: Assemble my Alternatives

Time: 30 hours

Unit Description

Students consider all of the postsecondary options available: workplace, apprenticeship, college, university, military, youth programs, and travel. Students refer to their AEP (and IEP, if applicable) for the year, and they analyse their personal suitability for each destination. They determine which path best allows them to develop their God-given potential and make a meaningful contribution to society. Students apply the value of lifelong learning to each destination, preparing for a world that will continue to use traditional methods, emerging technologies, societal trends, and work style alternatives. They create a network of support which may include personal relationships, community partners, cooperative education supervisors and work place contacts. Research strategies taught collectively in this unit will be used independently in the next unit. The cumulative task consists of a T.R.A.V.E.L. Map of Possible Destinations presented in a format that is consistent with their preferred learning style, i.e., flow chart, pictorial/verbal collage, oral presentation, essay, scrapbook, subtitle point form. This task is included in their Transition Plan in the final unit. Students communicate their map to one other person who knows them well, to receive feedback.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	EOV.01, EOV.02, EOV.04 CGE2a, CGE7f	Knowledge/ Understanding Communication	Take a Look Around
2	TC2.02 CGE1g, CGE3c, CGE3d, CGE4e	Thinking/Inquiry Application	Revisit the Past
3	EOV.01, EOV.02, EOV.04, EO1.02, EO1.04, EO2.01, EO2.02, EO2.03, LS3.04, LS3.06, TC1.01, TC1.02, TC1.03, TC1.05, TC2.05 CGE4b, CGE4e, CGE5c, CGE5h	Knowledge/ Understanding Application	Appraise the World of Work
4	EOV.01, EOV.03, EOV.04, EO1.01, EO1.02, EO1.03, EO1.04, EO2.01, EO3.03, EO3.04, EO3.05, EO3.06, LS3.04, LS3.06, TC1.01, TC1.02, TC1.03, TC1.05, TC2.05 CGE4e, CGE5c	Knowledge/ Understanding Application	Verify Facts About Formal Education and Training
5	EOV.01, EOV.02, EO1.01, EO1.02, EO1.04, EO3.01, EO3.02, EO3.03, LS3.04, LS3.06, TC1.01, TC1.02, TC1.03, TC1.05, TC2.05 CGE1i, CGE4b, CGE4e, CGE5c, CGE7j	Knowledge/ Understanding Application	Explore Community Involvement and Travel
6	EOV.02, EOV.03, EO1.02, EO2.02, EO2.03, EO3.02, EO3.06, TC1.01, TC2.02, TC2.05 CGE1g, CGE1h, CGE3c, CGE7j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Let’s Map It

Unit 4: Research my Options

Time: 15 hours

Unit Description

Students examine and reflect upon their personal values, abilities, and aspirations and how these factors influence life’s choices and opportunities. Students review their learning profiles from Unit 1, outlining strengths, weaknesses, and skills needing further improvement. Following this reflection, students research careers compatible with their personal learning profile. The cumulative task consists of creating a Career Profile. Students D.I.G. for information in order to describe the habits, characteristics, talents and skills of the ideal candidate working within a specific field of employment. In addition, students explore various management strategies and training options. Students utilize a variety of resources such as course calendars, career-based software programs, job shadowing experiences, resource and guidance personnel, and a variety of media to record information and present it in a format that is consistent with their preferred learning style, i.e., flow chart, pictorial/verbal collage, oral presentation, essay, scrapbook, subtitle point form.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Task
1	PKV.01, PK1.02 CGE3e, CGE4g	Thinking/Inquiry Communication	Describe My Learning Profile
2	EOV.01, EOV.03, TCV.03, PKV.02, PKV.03, PK1.04, PK1.05, PK2.01, PK2.02, EO1.05, EO1.06, EO1.07, EO3.01, TC2.02 CGE3c	Thinking/Inquiry Communication Knowledge/Understanding	Investigate Compatible Careers
3	EOV.01, EO1.03, EO1.04, EO1.05, EO1.06, EO1.07, EO1.08 CGE4f	Thinking/Inquiry Knowledge/Understanding Communication Application	Gather Information for a Preferred Career Choice

Unit 5: Navigate my Pathway

Time: 15 hours

Unit Description

As the main activity for this unit, students create and present a Transition Plan for the Career Profile they developed in Unit 4. The plan has three parts: identification of effective strategies required for people to manage transitions to postsecondary destinations; an evaluation of their most effective strategies to date, and those requiring improvement; and the rationale and procedure for their personal plan. In this activity, students demonstrate the transferable, lifelong learning strategies of decision-making, goal setting, problem solving and action planning, as they M.A.P. an intended career path. A backup plan allows them to anticipate those things that can interfere with even the best-laid plans. The culminating activity of the Transition Plan is not just for this unit, but also for the entire course. As before, it will be consistent with their preferred learning style. It will be a lens through which they can see all that they did L.E.A.R.N. about themselves, and it will be the evidence they bring with them as they advocate for themselves in their life journey. In addition to communicating the plan in writing, students discuss their plan with an individual from the postsecondary environment, i.e., an employer or college/university admissions personnel. The sharing of this latter experience occurs informally with classmates during a “celebration” of their Transition Plan. Students celebrate with their teacher (and perhaps other guests, such as the principal and teacher-advisors) their growth this term: intellectually, physically, emotionally, and spiritually. The celebration could be in the form of a liturgy where students illustrate, through active planning and participation, their strengths. Evidence of their learning may be visually displayed for invited guests, i.e., parents, friends, community.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	TCV.01, TC1.02 CGE4d, CGE5b	Knowledge/Understanding Thinking/Inquiry	Manage Change
2	TCV.02, TC1.04 CGE1g, CGE4g, CGE7b	Knowledge/Understanding Thinking/Inquiry Communication Application	Articulate What Works For Me
3	TCV.03, TC1.01, TC1.03, TC1.05, TC2.01, TC2.02, TC2.03, TC2.04, TC2.05 CGE2c, CGE3d, CGE4b, CGE4e, CGE4f	Knowledge/Understanding Thinking/Inquiry Communication Application	Plan My Transition

Teaching/Learning Strategies

During this course the teacher will provide students with opportunities to:

· work as individuals and within groups;

· reflect;

· write journals and communicate their learning in a portfolio;

· participate in class discussions, role playing, research and self-evaluation;

· use their portfolios to create career goals and to devise plans of action in the form of an individualized AEP;

· work within a structured environment using planners, notebook table of contents, checklists, organizers, and portfolios;

· use a variety of career resources;

· access the resources of community and school personnel;

· learn using different modalities and learning styles;

· use agendas to track assignments and due dates;

· complete personal self-interest skills and aptitudes inventories;

· complete skills and aptitude assessments;

· participate in group discussions and presentations;

· use computer technology, software, and the Internet for research and personal exploration;

· master how to make community contacts;

· participate in active learning exercises and role-playing activities;

· use effective communication skills;

· develop a mode of communicating knowledge consistent with each student’s learning style;

· formulate a transition plan encompassing personal and spiritual goals and steps of action.

Assessment & Evaluation of Student Achievement

Assessment and evaluation practices and policies are most effective when communicated clearly to students and parents at the beginning of the course, and frequently throughout the course. A variety of assessment opportunities will ensure that all learning styles are considered, as the main focus of this course is to help students understand both what they learn and how they learn. Students are to have numerous opportunities to demonstrate the achievement of the curriculum expectations, balanced among the four categories of the Achievement Chart for Guidance and Career Education. Awareness of students’ IEPs will be essential in planning to provide appropriate assessment for individual students and for goal attainment. Standardized test results from the EQAO Math and Literacy tests will also assist teachers in programming for this course. In all cases, teachers will need to be sensitive to the confidentiality of these items.

There are three purposes for assessment: diagnostic, which occurs at the beginning of a course or unit of study, and is not included in the evaluation of students; formative, which occurs during learning, as teachers provide feedback for students regarding their performance, and summative, which occurs at the end of a learning process and includes feedback and evaluation towards a final grade.

There are three methods of assessment: paper-and-pencil, performance, and personal communication.

Assessment strategies for specific methods include:

· Paper-and-pencil: written tests, multiple choice tests, examinations;

· Performance: producing a product, providing a service, essay, log/journal entries, poster, demonstrating a skill, portfolio;

· Personal Communication: oral tests, conferencing, in-class discussion, oral presentation, seminar;

· Assessment tools include marking schemes, rubrics, rating scales and checklists.

Course Evaluation

Seventy per cent of the final mark is based on evaluations conducted throughout units 1-4, with emphasis on the cumulative tasks, as this plan addresses all categories of learning and encompasses the summative evaluation of the course expectations. It is recommended that 30 per cent of the final mark be based on the compilation and presentation of the Transition Plan in Unit 5.

Accommodations

Teachers should consult individual students’ IEPs for specific direction on accommodations.

Students Who Have Learning Disabilities

· Provide breaks within classroom activities.

· Use graphic organizers.

· Use reading materials which reflect the classroom population.

· Work with student strengths.

· Allow extra time for the processing of new ideas, concepts, and vocabulary and to copy from the board or overhead. Limit the amount of notes to be copied.

· Allow oral or scribed assignments.

· Provide photocopied notes or visual cues when presenting information.

· Break down assignments into smaller tasks in order to reduce student frustration.

· Introduce content using a variety of media.

· Present both auditory and visual directions.

· Insist on the use of a planner for organization of test dates and assignment due dates.

· Colour-code titles, new vocabulary and important information in a consistent manner.

· Assist the student with the formation of thinking and reasoning skills.

· Teach mnemonics to assist memory and study.

· Encourage students to create study sheets and study schedules before writing a test.

· Provide for adequate practise after initial teaching.

· Provide drill and repetition of concepts especially before administering tests.

· Encourage students to highlight key words in test instructions and in reading materials.

· Allow students to use the computer in order to proofread work.

Students Who Are Visually Impaired or Blind

· Establish and maintain consistent communication with the vision resource teacher or classroom assistant who is working with the student, where such personnel are available.

· Provide notes to the assistant in advance.

· Ensure that movies are rich in dialogue.

· Allow for a variety of instruments: brailler, tape recorder for lectures, lap top computer, and large print books.

· Utilize braillers or laptops in class so students can type lectures in class and later transcribe them into braille.

· Verbalize the material when writing on the board or overhead. State instructions and expectations for assignments clearly. Students should be able to identify when important information is about to be given so that they may be fully attentive to receive it. Students with low vision or who are blind cannot rely on visual cues given by classmates.

· Avoid directional terms such as “over here” and identifying objects by colour.

· Use small group co-operative learning strategies often to facilitate inclusion of the student.

· Use tactile aids, whenever possible. Include models.

· Locate literary texts produced in large print or braille.

· Ensure the student receives a copy of notes in large print or braille prior to the class, so that they may follow along during the instructional time.

· Give additional time for tests.

· Expect high quality work from the student; however, adjust the quantity.

· Be careful not to use ‘visual’ words within writing activities. Encourage the student to ask for clarification of terms.

· Seat students in an area of the classroom which can accommodate their needs for lighting and movement. The glare from a whiteboard can affect students with low vision. Seating near a window may provide natural lighting.

· Maintain the location of objects within the classroom.

· Peer editing may be accomplished if students print a copy of their assignment both in braille and in typing in advance.

Students Who Are Deaf and Hard of Hearing

· Encourage the student to use a glossary for new terms with their accompanying definitions. Pre-teach new concepts and vocabulary as new units are taught.

· Try not to talk when writing on the board. Students need to read your lips.

· Reduce the noise pollution in the classroom if the student is using an FM system. This includes loud noises produced on the floor, wearing clanging jewellery, and crumpling up paper when wearing the microphone. Be sensitive to fan noises, etc.

· Get student attention by waving your hand politely, flicking the lights on and off. Face students when speaking to them.

· Help the student to follow along when reading from a text. Try not to use only oral instructions when teaching the class. Ensure that instructions are clearly written on the board.

· Assist the student with some speech and proper pronunciation of new vocabulary.

· Allow extra time for tests.

· Ensure videos are close-captioned.

· Ask the student to repeat instructions to ensure comprehension.

· Allow more time for the editing process of writing assignments. Students are usually aware of their language weaknesses and can benefit from using the computer to edit their work.

· Help the student prepare for presentations by allowing them to practise in advance.

Resources

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Print

Atkinson, L., R. Atkinson, E. Smith, and E. Hilgard. Introduction to Psychology, Ninth Edition. Toronto: Harcourt Brace Jovanovich Publishers, 1987.

Campus Starter: The Magazine for Careers and Education. Victoria: The EI Group, 2002.

Canada Career Consortium. Canada Prospects-Canada’s Guide to Career Planning for People of All Ages, 2002. Ottawa: Canada Career Consortium, 2002.

Canada Career Consortium. Career Directions/Occupations: University Not Required: Canada Career Consortium, 1999.

Canadian Conference of Catholic Bishops. Dreams, Dilemmas, Decisions: Deciding To Be Church In Today’s World – Resource Book. Ottawa: Publication Service, 1994. ISBN 0-88997-306-7

CommuniCAAT 2002-2003. Your Guide to Ontario Colleges. CommuniCAAT 2002-2003.

Davis, Leslie and Sandi Sirotowicz. Study Strategies Made Easy: A Practical Plan for School Success. Plantation, FL: Specialty Press, Inc., 1997. ISBN 1-886941-03-3 (pp. 70-79)

Ellis, David B. Becoming a Master Student. St. Charles, IL: Houghton Mifflin, 1997.

Frender, Gloria. “Learning Styles” in Learning to Learn: Strengthening Study Skills and Brain Power. Nashville, TN: Incentive Publications, Inc., 1990. ISBN 0-86530-141-7 (pp. 21-26)

Harp, Rodger. Putting Your Choices Into Action Series. Concord, Ontario: Career/LifeSkills Resources Inc., 2000.

HRDC. Job Futures 2002. Ottawa. H.R.D.C. 2002.

HRDC. Your Window and the World of Work Today and Tomorrow: National Youth Outlooks Edition. Ottawa: HRDC.2001.

INFO-The Guide to Ontario Universities for High School Students, 2002.

Ingram, Jay. The Burning House: Unlocking the Mysteries of the Brain. Toronto: Penguin Books, 1994.
ISBN 0-6708-4987-1

Lacroix, Pauline. Learning Strategies: A Foundation for Lifelong Learning. Toronto: Granby House, 2001.

McConnon, Shay and Margaret McConnon. A Guide To Your Choice: Making Active Learning Work. Scarborough: Nelson, 1992. ISBN 0-17-420249-0.

Misener, Judi and Susan Butler. Expanding Your Horizons – Career Development Guide. Toronto: McGraw-Hill, 1999.

Ottawa-Carleton Health Department. There’s Only One You. Ottawa: Ottawa-Carleton Health Department.199

Schultz, Ron. Looking Inside the Brain. Santa Fe, New Mexico: John Muir Publishing, 1992.
ISBN 1-5626-1064

Spectrum 2002 Series. Toronto: Guidance Centre/UTP, 2001. ISBN 0-7784-1564-3

Trafford, Larry. Educating the Soul:Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Websites

A Guide to Brain Anatomy – www.waiting.com/brainanatomy.html

Apprenticeship Search – www.apprenticeshipsearch.com

Brain Injury Glossary – www.waiting.com/glossarym.html

Building Your Future: Career Awareness Products – www.hrdc-drhc.gc.ca/career

Canada World Youth – www.cwy-jcm.org

Canadian Armed Forces – Recruiting- www.recruiting.dnd.ca

Career Cruising – http://www.careercruising.com

Career Explorer – on.cx.bridges.com

Career Owl – www.careerowl.ca

Employability Skills 2000+ Toolkit – www.schoolnet.ca/EmployabilitySkills

How do Facts Stick in Our Mind? – http://www.stn.org/backgrounders/memory.html

Human Resources Development Canada – www.ont.hrdc-drhc.gc.ca

Job Futures – www.hrdc-drhc.gc.ca/Job

Katimavik – www.katimavik.org

Mazemaster – mazemaster.on.ca

Mind Over Matter Teacher's Guide – www.nida.mih.gov/MoM/TG/momtg-introbg.html

Neuroscience Resources for Kids – http://faculty.Washington.edu/chudler/brainm.html

Ontario College Application Service – www.ocas.on.ca

Ontario Universities Application Centre – www.ouac.on.ca

Ontario School Counsellors’ Association – osca.ouac.on.ca

Ontario Student Assistance Plan – www.osap.gov.on.ca

Realm Magazine – www.realm.net

School Finder – http://www.schoolfinder.com

Schools in Canada – www.SchoolsinCanada.com

Student Counsellor – www.studentcounsellor.com

The Brain Lab – www.newhorizons.org/blab_diamond2.html

Volunteer Canada – www.volunteer.ca

Youth Network of Canada – www.youth.gc.ca

CD-ROM

Get a Life! A Guide to Channelling Your Future. Durham District School Board, 2000

OSS Considerations

Choices Into Action, Guidance and Career Education Program and Policy For Ontario Elementary and Secondary Schools, 1999

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000

The Ontario Curriculum, Grades 11 and 12, Guidance and Career Education, 2000

Coded Expectations, Advanced Learning Strategies: Skills for Success After Secondary School, Grade 11, Open, GLS4O/GLE4O/GLE3O

Learning Skills

Overall Expectations

LSV.01 · demonstrate an understanding of theories related to individual learning processes and to the ways the brain stores and recalls information;

LSV.02 · demonstrate the effective use of learning and thinking skills and strategies;

LSV.03 · describe personal factors that may interfere with learning and thinking and identify strategies to reduce negative impacts;

LSV.04 · produce a personal plan for maximizing their learning while in secondary school and in subsequent years.

Specific Expectations

Learning and Thinking Theory

LS1.01 – demonstrate an understanding of theories that explain how one learns best (e.g., theories about learning styles);

LS1.02 – describe theories about how information is processed, stored, and retrieved by the brain and explain how this knowledge might be used to help them learn and demonstrate their learning;

LS1.03 – identify, describe, and demonstrate different types of thinking (e.g., lateral, divergent, convergent, logical, intuitive).

Learning and Thinking Strategies

LS2.01 – describe and use memory strategies effectively in learning contexts;

LS2.02 – demonstrate effective use of the inquiry/research process and problem solving in learning;

LS2.03 – use active and critical reading strategies effectively to acquire, process, and evaluate information from a variety of written materials;

LS2.04 – use note-taking strategies effectively in a variety of settings (e.g., lectures, interviews, group discussions);

LS2.05 – demonstrate the ability to adapt their study techniques and test-taking strategies to suit different subjects and testing formats (e.g., essay, multiple choice, open book, oral);

LS2.06 – use a variety of visual thinking/organizing methods (e.g., mind maps, charts) effectively in learning new material and planning for writing;

LS2.07 – demonstrate the effective use of strategies for improving concentration and minimizing internal and external distractions.

Planning for Learning

LS3.01 – demonstrate an understanding of personal factors that can negatively affect learning and thinking (e.g., low self-esteem, high anxiety, substance abuse, poor interpersonal skills) and describe their potential impact;

LS3.02 – explain the connection between a healthy lifestyle (e.g., adequate sleep, nutrition, exercise) and brain functioning;

LS3.03 – identify strategies to reduce the impact of negative personal factors that affect learning in high school and use them appropriately;

LS3.04 – describe how they will continue to learn in both formal and informal ways after high school;

LS3.05 – demonstrate an understanding of the value of networking, mentorship, and self-advocacy to the achievement of learning goals;

LS3.06 – identify possible barriers to effective learning in their selected postsecondary work or education destination;

LS3.07 – demonstrate the ability to take charge of their learning by monitoring their development as learners and planning for ongoing learning.

Personal Knowledge and Management Skills

Overall Expectations

PKV.01 · produce an analysis of their learning behaviour, identifying their learning strengths and needs and the ways in which they learn best;

PKV.02 · identify the learning skills and strategies they need to improve to ensure success in selected postsecondary settings;

PKV.03 · evaluate their personal management skills, habits, and characteristics that contribute to success in education/training and work after high school and demonstrate the ability to use these effectively;

PKV.04 · explain the positive and negative impacts of personal factors on achievement.

Specific Expectations

Personal Knowledge

PK1.01 – produce an analysis explaining how they learn best, with reference to learning theory and the results of a variety of assessment techniques (e.g., inventories, feedback from others, reflection on past experiences);

PK1.02 – summarize their learning strengths and needs and explain how they could improve the areas in which they are weak;

PK1.03 – identify aspects of school assignments that are not compatible with their learning strengths and present arguments to support requests for specific, reasonable modifications to those assignments;

PK1.04 – assess whether the way they learn best is reflected in their career and/or educational aspirations;

PK1.05 – identify the learning skills necessary to achieve their career and educational goals and identify the skills they will need to improve.

Personal Management

PK2.01 – produce a comparison of the personal management skills, habits, and characteristics needed for success in secondary school with those required in postsecondary work and learning environments;

PK2.02 – produce an evaluation of their personal management skills, habits, and characteristics and identify those requiring further development in order to achieve their postsecondary goals;

PK2.03 – describe the variety of ways in which people manage themselves when dealing with issues such as risk, stress, time, change, planning, and money;

PK2.04 – describe the factors that contribute to positive and negative stress and explain how stress affects learning performance;

PK2.05 – use a variety of strategies for maintaining their optimal personal stress levels;

PK2.06 – demonstrate an understanding of different kinds of motivation and identify their own internal and external motivators;

PK2.07 – demonstrate the ability to use personal motivational strategies to achieve success in learning situations;

PK2.08 – explain and demonstrate the effective use of a variety of systems for time and priority management.

Exploration of Opportunities

Overall Expectations

EOV.01 · demonstrate the ability to use research/inquiry and information management strategies effectively to locate, analyse, organize, and communicate information related to postsecondary learning;

EOV.02 · demonstrate knowledge of selected fields of work and of trends related to work in order to make decisions about postsecondary learning;

EOV.03 · demonstrate knowledge of a variety of postsecondary education and training opportunities and assess them on the basis of personal criteria;

EOV.04 · identify and describe the learning environments and resources available to support learning in postsecondary education/training and work contexts.

Specific Expectations

Accessing and Managing Information

EO1.01 – determine the types of information required to make effective decisions about future learning options;

EO1.02 – describe a set of personal criteria (e.g., cost, duration, learning environment) that they can use to assess the suitability of postsecondary learning options;

EO1.03 – communicate effectively with appropriate people in person, by mail, by telephone, or by e-mail to gather learning-related information;

EO1.04 – locate and select learning-related information from print, electronic, and human sources and assess it on the basis of identified criteria, including personal relevance, authority, usefulness, and bias;

EO1.05 – identify and demonstrate an understanding of the terminology used in course calendars and other literature from educational institutions;

EO1.06 – use appropriate graphic tools (e.g., charts, mind maps) and software to organize, synthesize, and present collected information;

EO1.07 – use a variety of media (e.g., print, video, computer) to communicate the results of their research on postsecondary learning;

EO1.08 – present complex information effectively in oral, graphical, and written form.

Trends

EO2.01 – describe the effects of information technology on fields of work they are interested in, including its impact on educational and skill requirements, ways of learning, ways in which work is done, and employment opportunities;

EO2.02 – describe emerging work style alternatives (e.g., contract work, telecommuting, talent pooling, portfolio work) and other employment-related trends (e.g., changing composition of the labour market, impact of education level on earnings and employment) and explain how these trends influence their education and career plans;

EO2.03 – describe traditional and emerging approaches to learning in modern workplaces (e.g., formal instruction, independent computer-based learning, mentorship) and explain why businesses and other organizations value ongoing, self-directed learning.

Opportunities

EO3.01 – describe the knowledge, talents, and skills required for success in selected occupations and the education/training routes that prepare people for these occupations;

EO3.02 – explain the benefits of experiences such as volunteering and part-time work and other out-of-school activities for acquiring new knowledge and skills;

EO3.03 – identify and describe selected education/training options that could help them achieve their learning and career goals and assess them on the basis of criteria that they have identified (e.g., cost, duration, learning environment);

EO3.04 – identify sources and types of financial assistance for postsecondary education/training and describe the eligibility criteria for programs relevant to their learning goals;

EO3.05 – describe the learning environments and the approaches to learning (e.g., lectures and tutorials, study groups, field work, internships) that they can expect to encounter in postsecondary education or training programs;

EO3.06 – describe resources and assistance programs that support learning in selected education/training programs (e.g., programs for students with learning disabilities).

Preparation for Transitions and Change

Overall Expectations

TCV.01 · identify the strategies required to manage transitions from secondary school to postsecondary destinations effectively;

TCV.02 · produce an evaluation of their own transition management skills and identify those requiring improvement;

TCV.03 · demonstrate the effective use of decision-making, goal-setting and action-planning strategies to prepare for their transition to their first postsecondary destination.

Specific Expectations

Managing Change

TC1.01 – describe the practical and psychological challenges and the positive experiences that are part of secondary school graduates’ transitions to new roles and environments (e.g., work, postsecondary education/training, independent adult life);

TC1.02 – identify the transition management strategies (e.g., becoming familiar with new environments, anticipating challenges) that they will need to use or develop for their transitions to their postsecondary destinations;

TC1.03 – demonstrate an understanding of ways of thinking that support successful adjustments to new situations and environments (e.g., proactive problem solving);

TC1.04 – explain the success or failure of strategies they have used in the past to manage a transition;

TC1.05 – demonstrate the effective use of transition management strategies to prepare for their first postsecondary destinations.

Goal Setting and Action Planning

TC2.01 – produce a rationale to support their plans for the future, including their work and learning goals;

TC2.02 – use a decision-making model to compare selected postsecondary destinations on the basis of identified personal criteria and knowledge of available options, and produce a prioritized list of their options;

TC2.03 – use problem-solving strategies effectively to reduce identified internal and/or external barriers that could interfere with the achievement of their work and/or learning goals and with their successful transition to their selected postsecondary destinations;

TC2.04 – produce a plan and a backup plan, for inclusion in their annual education plan, describing the action steps they will take to achieve their learning and career goals and make successful transitions to their selected postsecondary destinations;

TC2.05 – identify the financial implications of their postsecondary choices and produce a plan describing how they will manage their finances after high school.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

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