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

Unit 1: Look at Me

Time: 30 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4 | Activity 1.5 | Activity 1.6 | Activity 1.7 | Activity 1.8 | Activity 1.9 | Activity 1.10 | Activity 1.11

Unit Description

In Unit 1, 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 that will be used in unit four as a basis for career exploration.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1.1 Investigate Brain Theory	3 hours	LSV.01, PKV.01, LS1.01, LS1.03, LS2.02, LS2.06, PK1.01 CGE3c, CGE3e, CGE4g	Knowledge/ Understanding Thinking/Inquiry Communication	Group Work Individual Work Note-taking Exercises Journal Reflection
1.2 Name the Functions of the Brain	3 hours	LSV.01, PKV.01, LS1.01, LS1.02, LS1.03, LS2.02, LS2.06, PK1.01 CGE3c, CGE3e, CGE4g	Knowledge/ Understanding Thinking/Inquiry Communication	Case Study Note-taking Exercises Individual Work Creative Writing
1.3 Describe the Connection Between Memory and Learning	1.5 hours	LSV.01, PKV.01, LS1.01, LS1.02, LS1.03, LS2.01, LS2.02, LS2.06, PK1.01 CGE3c, CGE3e	Knowledge/ Understanding Thinking/Inquiry Communication	Note-taking Checklist Reflection Exercises
1.4 Identify Your Preferred Learning Style	2.5 hours	LSV.01, LSV.02, LSV.04, PKV.01, LS1.01, LS2.02, LS2.06, PK1.01 CGE2c, CGE3c, CGE3e, CGE5a, CGE5e	Knowledge/ Understanding Thinking/Inquiry Application Communication	Inventories Group Work Discussion Reflection
1.5 Verify Effective Memory Strategies	2.5 hours	LSV.01, LSV.02, LS2.01, LS2.06, LS2.07 CGE3c, CGE4b, CGE5f	Knowledge/ Understanding Thinking/Inquiry Application	Note-taking Exercises Quiz
1.6 Integrate Critical Reading Strategies	2 hours	LSV.02, LS1.03, LS2.02, LS2.03, LS2.06 CGE2b, CGE4g	Knowledge/ Understanding Application	Exercises Individual Work Written Assignment
1.7 Develop Proper Note-taking Strategies	2 hours	LSV.02, LS2.04, LS2.06 CGE3c, CGE5b	Knowledge/ Understanding Application	Note-taking Individual Work Reflection
1.8 Utilize Study Techniques and Test-taking Strategies	2.5 hours	LSV.02, LSV.04, PKV.04, LS2.05, LS2.06, LS3.07, PK2.08 CGE3c, CGE4e, CGE4f	Knowledge/ Understanding Thinking Application Communication	Note-taking Discussion Exercises Written assignment
1.9 Acquire Communication Skills	4 hours	LSV.02, LS1.03, LS2.02, LS2.06, LS2.07 CGE3c, CGE4g	Knowledge/ Understanding Thinking/Inquiry Communication Application	Exercises Individual Work Reflection Discussion Presentations
1.10 List Your Strengths and Strategies	4 hours	LSV.02, LSV.04, PKV.01, TCV.03, LS1.03, LS2.02, LS2.06, LS3.07, PK1.01, PK1.02, TC1.04 CGE3c, CGE4e	Knowledge/ Understanding Thinking/Inquiry Communication Application	Rubric Design Discussion Group Work Reflection Self- and Peer Assessment
1.11 Start Advocating for Yourself	3 hours	LSV.02, LSV.03, PKV.01, LS1.01, LS1.03, PK1.03 CGE3c, CGE4f	Knowledge/ Understanding Thinking/Inquiry Communication Application	Discussion Group Work Presentations Self- and Peer Assessment

Activity 1.1: Investigate the Brain Theory

Time: 3 hours

Description

Students discover the wonder of God’s creation in examining the complexity of the human brain. Brain hemispheres and brain divisions are examined, allowing students to identify themselves as right-brain and left-brain learners. Students learn the significance of the central nervous system and how information travels to and from the brain. This, in turn, enables students to begin compiling their learning profiles as required for their unit cumulative task.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

Strand(s): Learning Skills, Personal Knowledge and Management 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;

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

Specific Expectations

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

LS1.03 - identify, describe, and demonstrate different types of thinking;

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

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing;

PK1.01 - produce an analysis explaining how they learn best, with reference to learning theory and the results of a variety of assessment techniques.

Prior Knowledge & Skills

· Students know how to create mind maps and to write similes in English courses.

Planning Notes

The teacher consults Biology, Anatomy, and Psychology references for information about brain anatomy.

· Before teaching this lesson, photocopy the appendices in order to distribute them to students. Notes can be transcribed onto the diagrams.

· The teacher can use a globe of the Earth to demonstrate the hemispheres of the brain.

· Speakers such as, community members with expertise from a medical or psychological point of view would also be helpful.

The Central Nervous System

· The brain consists of two hemispheres: the left and the right.

· The corpus callosum is a thick band of nerves that allows communication between the left and right hemispheres of the brain.

· The left hemisphere is responsible for language, speech, math, logic, and memory stored in language format. It controls the right side of the body.

· The right hemisphere is responsible for stored memory in the form of auditory, visual, and spatial modalities, visual imagery, face recognition, spatial skills, music skills and auditory skills. It controls the left side of the body. Ninety percent of the population is right-handed meaning that they write, eat, and throw a ball with their right hand. Ninety-five percent of right-handed people use the left side of their brain for language.

· Ten percent of the population is left-handed. Sixty to seventy percent of left-handed people also use the left side of their brain for language.

· A small percentage of the population are ambidextrous, meaning they use each hand equally.

· The Central Nervous System (C.N.S.) consists of the brain and spinal cord. The brain is divided into three sections: forebrain, midbrain, and hindbrain.

· Nerves: fibres that carry sensory information to and from the brain, consisting of neurons. There are two basic types of nerves: efferent nerves send information out to the body, and afferent nerves carry information back to the brain for processing.

· Neurons are cells that conduct electrochemical impulses over a distance.

· There are three kinds of neurons: sensory neurons, interneurons and motor neurons.

· Sensory neurons are located within the brain and spinal cord and carry information from sensory receptors in the ear, nose, tongue, eyes and skin to the C.N.S. For example, if it feels cold outside, sensory information travels along sensory neurons to the brain, revealing the cold temperature outside.

· Taste buds are sensory receptors located on the tongue and throat. They send information to the brain indicating if something is bitter, sweet, sour, or salty.

· Touch sensors on the skin communicate cold, heat, and pain to the brain.

· Smell receptors in the nose pick up smells from the air and communicate them to the brain.

· Sound waves vibrate the eardrum inside the ear and travel to the inner ear where sensory cells inside the cochlea convert sound waves into electrical impulses. These are sent to the brain.

· Light information reaches the eye and enters through the pupil through the lens. The picture viewed is focused onto the retina where sensory receptors, called rods and cones, translate the pictures into language. Cones sense brightness and colour. Rods sense black and white.

· Interneurons are also found within the brain and spinal cord, and they are stimulated by impulses that reach them from other interneurons or sensory neurons.

· Motor neurons transmit impulses from the C.N.S. to muscles and glands, causing the body to respond. For example, when people feel cold outside, they begin to shiver or rub their hands together to create heat.

Teaching/Learning Strategies

· Begin the lesson by introducing students to the topic of the brain by asking them to brainstorm brain functions using a mind map.

· Ask students to think about how the brain is like a computer. “The brain is like a computer because…” Discuss how this is a simile, comparing two things, using the words “like” or “as.” Write the responses on the board.

· Use Appendix 1.1.1 on Brain Similes and ask students to work in pairs and record on the lines the way each object listed in a circle is like the brain. Students can then create some analogies of their own.

· After reviewing the answers to the worksheet, distribute a diagram of the brain.

· Discuss the roles of the left and right hemispheres of the brain and the corpus callosum.

· Ask students to identify the hand used to eat, throw a ball and write. Discuss the fact that some people are ambidextrous.

· Allow students to list five of their strengths and discuss from which hemisphere their strengths originate.

· Discuss how information travels within the Central Nervous System. Describe how information travels between the brain and the body. Define the different types of nerves and neurons. Make the analogy that the brain is like a computer and the nerves are the interconnecting wires.

Assessment & Evaluation of Student Achievement

Appendix 1.1.2 is to be used as a formative assessment.

Accommodations

By providing diagrams of the brain and nervous system and advance organizers, students with a learning disability or hearing impairment can follow along using their visual modality. Visually-impaired students can either tape record the lesson and transcribe the information using a brailler, or they can be given diagrams with yarn to outline the divisions of the brain.

Resources

Print

Refer to Trillium List for other text.

Johnson, Raven. Understanding Biology Second Edition. Toronto: Mosby Year Book, 1991.
ISBN 0-8016-2524-6

Kimball, John W. Biology: Fourth Edition. Don Mills, Ontario: Addison-Wesley Publishing Company, 1978. ISBN 0-201-037611-0

Internet

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

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

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

Appendix 1.1.1

Brain Similes

Appendix 1.1.2

Central Nervous System

Knowledge/Understanding

A. Match the following terms with their definitions:

a) Hemisphere	b) Central Nervous System	c) Corpus callosum
d) Neuron	e) Ambidextrous	f) Sensory
g) Taste buds	h) Smell receptors	i) Cochlea
j) Rods	k) Cones	l) Motor

1.	_______________	The ability to use each hand equally.
2.	_______________	These cells conduct electrochemical impulses over a distance.
3.	_______________	These neurons carry information from sensory receptors to the central nervous system.
4.	_______________	The brain consists of two of them.
5.	_______________	It consists of the brain and spinal cord.
6.	_______________	A thick band of nerves that allows communication between the left and right hemispheres of the brain.
7.	_______________	Sensory receptors located on the tongue and throat.
8.	_______________	Sensory cells within this organ convert sound waves into electrical impulses.
9.	_______________	These are located within the nose picking up smells from the air.
10.	_______________	Sensory receptors inside the retina which detect black and white.
11.	_______________	These neurons transmit impulses from the central nervous system to muscles and glands.
12.	_______________	Sensory receptors inside the retina which detect brightness and colour.

Communication

B. If you are walking down a dark street in your neighbourhood on a cold, wet, fall evening, describe what you sense:

· Feel:	· Smell:	· See:
· Hear:	· Taste:

After this information travels via sensory pathways to the brain, what might be your motor response? Why?

C. Categorize the following professions as being more left-brain or more right-brain and give the reason for each: a) Science professor b) Inventor c) Dancer d) Musician e) Author

Thinking/Inquiry

Journal Reflection:

D. a) Define learning.

b) In describing the information picked up by the senses and motor responses, you are describing how a person learns. Is your definition similar to this definition? How do they differ?

c) Give examples of how you learned to walk, talk and ride a bike. Incorporate sensory pathway information and motor responses in your answer.

Activity 1.2: Name the Functions of the Brain

Time: 3 hours

Description

During this activity, students think reflectively and creatively to evaluate situations and solve problems. Students use the analogy of the brain and a computer to emphasize the significance of individual segments of the nervous system in the process of learning. Students identify the segments of the forebrain, midbrain, hindbrain and limbic system and discuss their roles in learning and the consequences of them being damaged. As a summative task, students write a tour guide’s dialogue of the amazing voyage into the brain.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

Strand(s): Learning Skills, Personal Knowledge and Management 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;

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

Specific Expectations

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);

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

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

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).

Prior Knowledge & Skills

Students use their knowledge from Activity 1.1 to further examine the brain anatomy and its role in learning.

Planning Notes

· Review Appendix 1.2.1 outlining brain anatomy and functions.

Teaching/Learning Strategies

· Compare the brain to a computer. How is learning a new computer program affected if: a) The screen goes blank? b) The speakers stop working? c) The printer stops working? Compare this situation to a student in a classroom who cannot read notes off the board, who cannot hear the teacher’s lecture and who cannot write on paper. How is learning affected?

· Parts of a computer work together in order to be a helpful tool and resource within the classroom. Parts of the brain work together to allow learning to occur.

· Distribute diagrams of the profile view of the brain and the memory brain. Discuss the roles of individual components of the forebrain, midbrain and hindbrain.

· Discuss the function of the limbic system, emphasizing the roles of the cerebral cortex, amygdala and hippocampus.

· Discuss the effects of brain damage on various brain components and how learning is affected.

· Discuss how learning is dependent on the sensory and motor pathways running to and from the brain. If a segment of the brain is damaged, for example, in a car accident, then learning is affected.

· Students are to imagine that they are going on an adventure to the human brain on the Magical School Bus. They have been chosen as the tour guide for the class. The bus is coated in copper to assist travel along electrical nerve impulses within nerve pathways. Students are protected using insulation suits.

· Students are to write a two-page dialogue of what they see and the significance of the different parts of the brain’s role in learning. They are to brainstorm first, then write a rough copy, revise, and then a final copy.

Assessment & Evaluation of Student Achievement

Category	Learning Expectations	Task	Tool	Form of Assessment
Knowledge/ Understanding Communication	LSV.O1, PKV.O1, LS1.01, LS1.02, LS2.06, PK1.01 CGE3c	A Tour Guide’s Voyage Into The Brain creative writing assignment	Rubric	Summative

Rubric

Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - demonstrates knowledge and understanding of brain functions - demonstrates knowledge and understanding of the role of the brain in learning	- demonstrates limited knowledge and understanding of brain functions - demonstrates limited knowledge and understanding of the role of the brain in learning	- demonstrates some knowledge and understanding of brain functions - demonstrates some knowledge and understanding of the role of the brain in learning	- demonstrates considerable knowledge and understanding of brain functions - demonstrates considerable knowledge and understanding of the role of the brain in learning	- demonstrates thorough knowledge and understanding of brain functions - demonstrates thorough knowledge and understanding of the role of the brain in learning
Communication - creates a thought web outlining details effectively - demonstrates ability to create a rough draft of story in point form - follows grammatical, spelling, and punctuation rules with effectiveness	- creates a thought web outlining details with limited effectiveness - demonstrates limited ability to create a rough draft of story in point form - follows grammatical, spelling, and punctuation rules with limited effectiveness	- creates a thought web outlining details with some effectiveness - demonstrates some ability to create a rough draft of story in point form - follows grammatical, spelling, and punctuation rules with some effectiveness	- creates a thought web outlining details with considerable effectiveness - demonstrates considerable ability to create a rough draft of story in point form - follows grammatical, spelling, and punctuation rules with considerable effectiveness	- creates a thought web outlining details with thorough effectiveness - demonstrates a high degree of ability to create a rough draft of story in point form - follows grammatical, spelling, and punctuation rules with thorough effectiveness
Thinking/Inquiry - uses creative thinking with effectiveness	- uses creative thinking with limited effectiveness	- uses creative thinking with some effectiveness	- uses creative thinking with considerable effectiveness	- uses creative thinking with thorough effectiveness

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Resources

Print

Johnston, Raven. Understanding Biology Second Edition. Toronto: Mosby Year Book, 1991.
ISBN 0-8016-2524-6

Kimball, John W. Biology: Fourth Edition. Don Mills, Ontario: Addison-Wesley Publishing Company, 1978. ISBN 0-201-037611-0

Internet

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

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

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

Appendices

Appendix 1.2.1 – Brain Function

Appendix 1.2.1

Brain Functions

Brain Structure	Function	If damaged…
Forebrain	· Forms thoughts · Makes decisions · Memory · Learns new information · Analyses sensory information
a) Cerebrum 1. Frontal Lobe	· Memory · Cognition · Concentration · Language · Emotions · Personality · Voluntary motor activity · Behaviour · Problem solving	· Memory impairment · Loss of concentration · Behaviour disorders · Troubles learning new information · Inappropriate social behaviour · Emotional trouble · Expressive and motor aphasia
2. Occipital Lobe	· Processes visual information · Visual reception recognition of shapes and colours	· Visual problems
3. Parietal Lobe	· Body orientation · Processes sensory information · Sensation (touch, pressure), judgement of texture, weight, size, shape · Right Lobe: visual-spatial · Left Lobe: understanding spoken and written language	· Difficulty finding your way around new and familiar places
4. Temporal Lobe	· Distinguishes smells and sounds, sorts new information, short-term memory, receptive speech, expressed behaviour · Right Lobe: visual memory · Left Lobe: verbal memory	· Hearing difficulties · Agitation · Irritability · Childish behaviour · Receptive and sensory aphasia

Appendix 1.2.1 (Continued)

Brain Structure	Function	If damaged…
b) Diencephalons 1. Thalamus 2. Hypothalamus	· Allows sensory messages to travel through it to the brain · Regulates body temperature and water content · Coordinates internal organ activities, thirst, hunger, satiety, sex drive, and rage, · Makes hormones
Midbrain	· Maintains balance, relays nerve impulses between the forebrain and hindbrain, and between the forebrain and eyes
Hindbrain
a) Medulla Oblongata	· This swollen tip of the spinal cord is responsible for controlling heart beat and breathing	· Death
b) Cerebellum	· Movement: balance and muscle coordination	· Problems with muscle coordination, walking, talking, eating
Brain Stem	· Connects the spinal cord to the brain. · Responsible for heart rate, sleeping, breathing, eating
Limbic System	· Smelling · Regulates pathways for amygdala and hippocampus · Limbic lobes regulate sex, fear, rage, emotions · Recent memory

Activity 1.3: Describe the Connection Between Memory and Learning

Time: 1.5 hours

Description

Students learn that memory and learning are interdependent. In studying short and long-term memory and how the brain encodes information, students come to understand the learning process. They discover that the forebrain and the limbic system are responsible for memory. When completing homework or writing tests, students use both implicit and explicit memories. In Unit 2, a variety of visual thinking/organizing methods are addressed. During this activity, students assess their present memory skills and categorize items of information as short-term or long-term memories. Students then complete fill-in-the-blanks using memorization terminology.

Strands & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

Strand(s): Learning Skills, Personal Knowledge and Management 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;

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

Specific Expectations

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);

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;

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

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).

Prior Knowledge & Skills

· Students will have come across the terms short-term and long-term memory. This activity refers back to Activities 1.1 and 1.2 in reviewing the different parts of the brain and their functions.

Planning Notes

· Learning and memory are interdependent.

· Memory stores all of the experiences we have known.

· There are two types of memory: short-term and long-term.

· Short-term memory holds, on average, seven items. It stores information for several seconds. It is used as a mental work space for solving problems. For example, when solving mathematical problems mentally, the short-term memory is used as a work space (e.g., 30 x 6=180). Weekly spelling lists, licence plate numbers, and information crammed for tests use short-term memory.

· Long-term memory stores information for minutes to years. There are different long-term memories for storing facts such as the current Prime Minister of Canada. It retains skills such as riding a bike and it stores general facts and personal information, such as who is a close friend and who is not. Long-term memory favours the acoustic repetition of verbal information such as letters, words, and digits. Visual coding is good for non-verbal information such as pictures.

· There are three stages of memory: encoding, storage, and retrieval.

· Encoding occurs when information is placed within the memory. For example, a picture viewed by the eyes is coded as a representation in the memory.

· Storage is the maintenance of memory.

· Retrieval is the ability to recover information from the memory.

· Memory can fail at any of the three steps.

· When we forget something, information is displaced by new information or information decays with time. For example, if short-term memory holds on average seven pieces of information, then if the material is not reviewed, it disappears. If new information is presented and old information is not reviewed, items of information are replaced.

· Rehearsal of information ensures that information previously learned is not displaced or decayed. Rehearsal of information allows previously learned information to come to light again. Incoming information enters the short-term memory. It then transfers to the long-term memory using rehearsal.

· The site of the brain for memory is the temporal lobe of the forebrain in the limbic system. This ancient part of the brain involves emotion and instinctive responses. It is located beneath the cortex of the brain and includes the hippocampus and the amygdala. This area is directly linked to the hypothalamus. The hippocampus and the whole limbic system is linked to all of the senses. That is why senses can trigger memories so easily.

· The hippocampus stores information about events. The amygdala stores memories that involve emotions. Memories are recorded in the limbic system by involving the hypothalamus. The hypothalamus releases a chemical, vasopressin, which is transported to the limbic system. This chemical is believed to help the cells of the hippocampus and amygdala record memories.

· The cortex is responsible for long-term memory storage.

· Implicit memories remind you how to do something. They involve specific sensory and motor pathways.

· Explicit memories involve facts and events. These occur in the temporal lobe of the cerebral cortex and the hippocampus.

· For example, students who study history questions use their explicit memories to answer the questions and their implicit memories to write the responses.

Teaching/Learning Strategies

· Discuss with students how learning and memory are interdependent.

· Begin the class with an activity. Display ten items in a sealed box for five seconds to each student in the class. Then ask them to record as many items as they can remember. Review the contents of the box. This is an example of students using their short-term memory, a memory that holds information for a few seconds.

· Contrast short-term and long-term memory using a Venn diagram.

· Discuss the three stages of memory, i.e., encoding, storage, and retrieval, and the process of forgetting information.

· Use Appendix 1.2.1 to review the temporal lobe and the limbic system and cortex.

· Discuss how the brain forms memories from sensory information.

· Discuss the difference between implicit and explicit memories while giving an example of how both types of memories are involved in answering test questions.

· Ask students to record the strategies used to memorize items along with their effectiveness.

Assessment & Evaluation of Student Achievement

Appendix 1.3.1 is to be used as formative assessment.

Resources

Print

Atkinson, L., R. Atkinson, E. Smith, and E. Hilgard. Introduction to Psychology, Ninth Edition. Toronto: Harcourt Brace Jovanovich Publishers. 1987. ISBN 0-1554-3682-1

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

Schultz, Ron. Looking Inside the Brain. Santa Fe, New Mexico: John Muir Publishing, 1992.
ISBN 1-5626-1064-3

Internet

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

How do Facts Stick in our Mind? - www.stn.org/backgrounders/memory.html

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

Appendices

Appendix 1.3.1 – Memory

Appendix 1.3.1

Memory

Knowledge/Understanding

A. Choose from the following terms to fill in the blanks:

· implicit	· explicit	· cortex	· hypothalamus	· temporal
· events	· emotions	· limbic System

The site of memory exists within the _____________________ lobe of the forebrain and within the __________________________ which consists of the hippocampus and the amygdala. The hippocampus stores information about __________________, and the amygdala stores memories that involve _______________. Memories are stored within the limbic system when the __________________releases a chemical called vasopressin which helps the cells of the limbic system to record memories. The ___________ is the part of the brain responsible for long-term memories. ___________ memories remind you of how to do something. They involve specific sensory and motor pathways. _______________ memories involve facts and events. These occur in the temporal lobe of the cerebral cortex and the hippocampus.

B. Describe how implicit and explicit memories are used when writing an essay.

Thinking/Inquiry

C. Reflection

Do you think you presently have good memory skills? Why or why not? What do you think would help you memorize material more efficiently when studying for tests?

Communication

D. Categorize the following items as being stored in short-term or long-term memory.

· Numbers	· Multiplication tables	· The name of the present Prime Minister
· License plates	· Weekly spelling lists	· Information crammed for a test
· Riding a bike	· Walking	· Learning a person’s name

Activity 1.4: Learning Styles

Time: 2.5 hours

Description

Students discover their preferred personal learning style by completing an inventory to identify whether they are primarily auditory, visual, or kinesthetic learners, i.e., identifying their learning styles. Study suggestions for each learning style are provided. Students perform a Multiple Intelligences (M.I.) survey and apply the skills associated with their strongest intelligences to their learning style. Students use this information and work in groups to create posters. Students then suggest forms of evaluation, which coincide with their preferred learning style.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

CGE5a - works effectively as an interdependent team member;

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

Strand(s): Learning Skills, Personal Knowledge and Management 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.04 - produce a plan for maximizing their learning while in secondary school and in subsequent years;

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

Specific Expectations

LS1.01 - demonstrate an understanding of theories that explain how one learns best;

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

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing;

PK1.01 - produce an analysis explaining how they learn best, with reference to learning theory and the results of a variety of assessment techniques.

Prior Knowledge & Skills

It is possible that students have looked at their learning style and multiple intelligences in previous courses. The activity can be adapted based on how much individual students know about their learning profile, and then applied to brain theory/anatomy and memory/learning theory discussed in the first three activities of this unit.

Planning Notes

· Review the three Learning Styles: Auditory (learns best by hearing), Visual (learns best by seeing), and Kinesthetic (learns best by touching/moving).

· Have a learning styles inventory for each student. Locate a web-based version of a learning styles inventory at www.vark-learn.com/questionnaire.htm and make sufficient copies of the study suggestions for each type of learning. Teachers are reminded that much of the material on the Internet is protected by copyright.

· Provide poster paper and markers for a group activity, allowing a different colour for each learning style and intelligence.

· Review the Multiple Intelligences: Spatial, Linguistic, Logical-Mathematical, Musical, Intrapersonal, Interpersonal, Bodily-Kinesthetic, and Environmental and locate a web-based version of a multiple intelligences test at www.ldpride.net/learningstyles.MI.htm.

Teaching/Learning Strategies

· Distribute copies of a learning style inventory and allow time for completion and scoring.

· Group the students by predominant intelligence and hand out copies of study suggestions by learning style. Students in each group discuss why they believe this style applies to them, and then make a (colour coded) poster of the suggestions for the classroom.

· Conduct a whole-class discussion on the types, acknowledging that many students use more than one.

· Distribute copies of the MI survey. Once again, do the first questions orally, and then allow time for all students to finish.

· Group the students by predominant intelligence, and hand out MI charts. Each group discusses why they believe this intelligence type applies to them. Each group is assigned a colour and makes a colour coded poster of the suggestions for their type for the classroom.

· Return to a whole-class discussion on all of the intelligences, acknowledging that many students will have several dominant ones. Initiate a discussion on why one type is never better than another, but rather a reflection of the unique gifts that God gives to each of us.

· As a reflective activity, students write an informal note about what they discovered about how they learn and their intelligences, and how they plan to use this information this academic term. This information is transferred to their Personal Learning Profile.

Assessment & Evaluation of Student Achievement

These activities are diagnostic and should not be used for evaluation purposes. The teacher may design a checklist for peer assessment of Teamwork for both group situations. An exemplar or an advance rubric may be used to guide students for the format of the posters.

Accommodations

· Allow sufficient time for all students to complete inventories.

· Inventories may be formatted to larger print versions, and/or conducted orally.

· Group students appropriately to improve student learning.

· Modify the reflection piece according to students’ IEPs.

· For enrichment have students predict the match between careers and corresponding learning styles and intelligences.

Resources

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)

Activity 1.5: Memory Strategies

Time: 2.5 hours

Description

Students begin by thinking effectively and creatively about their own memory. This activity provides students with an array of techniques used to recall memory such as mnemonic devices and visualizations. Students practise with some general examples, and then draw some examples from courses they are currently taking. They note which techniques work best with their preferred learning style.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

CGE4b - demonstrates flexibility and adaptability;

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

Strand(s): 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.

Specific Expectations

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

LS2.06 - use a variety of visual thinking/organizing methods 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.

Prior Knowledge & Skills

Students use memory strategies when they study, and have discussed these techniques in Activity 1.3.

Planning Notes

· The six types of memory are: Sensory (involving the five senses); Motor Skill (involving physical movement); Verbal/Semantic (involving language); Photographic (visual); Short-Term (temporary) and Long-Term (permanent). Individuals have any combination of effective memory.

· Present mnemonics/strategies for improving memory to students in the form of a teacher-developed handout that leaves room below each strategy for students to include two additional examples, one from the teacher or the class and another from knowledge from another course in their timetable. Some examples are acrostics, acronyms, charting, visual emphasis, visualization, association, word linking, story linking, and rehearsal.

· Match these strategies to auditory/visual/kinesthetic learning styles on a handout for students, i.e., auditory – story linking, visual – acrostics, kinesthetic – rehearsal.

· The memory checklist may be repeated at the end of the unit to assess improvement in this area.

Teaching/Learning Strategies

· Students copy the board note on the six types of memory into their notebooks. The teacher asks for clarification and examples after each type of memory.

· Students read the teacher-developed handout on mnemonics and other memory strategies. The teacher provides an example for each strategy, and students write them in the appropriate space on the handout.

· Students provide an additional example from other courses they have taken or are taking as a homework assignment.

· After taking up the homework assignment, students apply this information to their learning history in the Personal Learning Profile.

· The class organizes the information from this activity, using the mnemonics and strategies taught in preparation for a quiz. The quiz will require that students recall this information from their memory, and will be marked according to the number of items successfully recalled. It is peer marked to further reinforce the retention of concepts.

Assessment & Evaluation of Student Achievement

· Learning Skills – Works Independently, Work Habits, Initiative.

· The quiz is formative and can be marked on a percentage basis.

Accommodations

· The board note and handout may be modified according to students’ IEPs.

· The quiz may be conducted orally.

· For enrichment, allow students to design the quiz themselves.

Resources

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)

Frender, Gloria. Learning to Learn: Strengthening Study Skills and Brain Power. Nashville, TN: Incentive Publications, 1990. ISBN 0-86530-141-7 (pp. 151-167)

Activity 1.6: Active and Critical Reading Strategies

Time: 2 hours

Description

This activity, and the one that follows, teaches students to become more effective communicators. Here, they learn active reading techniques and have the opportunity to practise them with material from one of the other courses in their timetable, or some personal reading such as a magazine or newspaper.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

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

Strand(s): Learning Skills

Overall Expectations

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

Specific Expectations

LS1.03 - identify, describe, and demonstrate different types of thinking;

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;

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing.

Prior Knowledge & Skills

· Students have a variety of reading comprehension and critical reading skills.

Planning Notes

· The active reading strategy is an eight-step approach to reading course material. Students: preview, outline, question, read, underline, answer, recite and review the contents of the chapter under the direction of the teacher.

· Students bring a textbook or article to class that they use to practise this technique independently.

Teaching/Learning Strategies

· The teacher introduces the topic with an explanation of reading for comprehension and retention.

· The teacher models the active reading process as students are guided through the contents of a chapter, reading and making notes as directed.

· Students read material of their choice, and communicate how they worked through each step of the process in the form of an assignment, submitted for evaluation.

Assessment & Evaluation of Student Achievement

· The assignment is a summative performance task and is evaluated using a teacher-developed checklist rating scale or rubric. It assesses knowledge and communication of the specific expectations.

· Learning Skills – Works independently.

Accommodations

· Students choose a reading selection that they can read in approximately 40 minutes.

· The method of communication is written, but may be modified according to students’ IEPs.

Resources

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. 34-48)

Lacroix, Pauline. Learning Strategies: A Foundation For Lifelong Learning. Toronto: Granby House Productions, 2001, (pp. 5.3-5.13).

Activity 1.7: Note-Taking Strategies

Time: 2 hours

Description

Students learn the Cornell method of note-taking by making a sample under the direction of the teacher. This method is then practised independently using a topic in one of their other courses. Students then respond by stating how it was helpful to their learning in written, visual, or oral form.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

Strand(s): Learning Skills

Overall Expectations

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

Specific Expectations

LS2.04 - use note-taking strategies effectively in a variety of settings;

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing.

Prior Knowledge & Skills

· Students have used a variety of strategies to make study notes, including summarizing the main points. This method may have been taught in Learning Strategies: Skills for Success in Secondary School.

Planning Notes

· Become familiar with the Cornell method of note-taking as outlined in Learning Strategies: A Foundation for Lifelong Learning (see Resources).

· The teacher may choose to do this activity at the beginning of the course, and use it as the common method of note-taking.

· Design a note that can be easily categorized and includes new vocabulary.

· Ask students to bring a notebook from another class to Advanced Learning Strategies for this activity.

Teaching/Learning Strategies

· Instruct students to draw a margin on a clean sheet of notepaper, one-third of the distance from the left side of the page. They copy a board note in the right two-thirds of the page only, using only one side of each sheet. The teacher then notes which points should be summarized in the empty margin and students copy these down.

· Demonstrate that folding the 2/3rds side in towards the drawn margin reveals the summary notes only. These notes become their study notes.

· Independently, students redo a recent note from another class using this method. It is completed for homework.

Assessment & Evaluation of Student Achievement

· Learning Skills – Organization, Work Habits.

· Formative assessment of note-taking strategies.

Accommodations

· Make available some prepared sheets of notepaper to students.

· Condense the board note.

· Have a typed or hand-written sample available for distribution and to post in the classroom.

Resources

Lacroix, Pauline. Learning Strategies: A Foundation For Lifelong Learning. Toronto: Granby House Productions, 2001. (pp. 3.3 – 3.14)

Activity 1.8: Study Techniques and Test-Taking Strategies

Time: 2.5 hours

Description

Students learn about a variety of study techniques, and then decide which is most useful to them according to personal information gained previously in this unit. They develop a study plan for the next test or exam in one of their other courses. Adopting study plans in all subjects helps students to develop their overall potential. Test-taking strategies will be reviewed and then practised on mock tests. Students add to their study plan a list of strategies for the day of the test.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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.

Strand(s): Learning Skills, Personal Knowledge and Management Skills

Overall Expectations

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

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

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

Specific Expectations

LS2.05 - demonstrate the ability to adapt their study techniques and test-taking strategies to suit different subjects and testing formats;

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing;

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

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

Prior Knowledge & Skills

· Students have developed prior test-taking strategies.

Planning Notes

· The Five-Days-Before Method of Test Preparation: Day 5. Get organized by preparing a list of test topics, and ask for the teacher’s help with any trouble areas. Day 4. Review class notes and personal notes, using methods that match your learning style. Day 3. Practise writing out possible answers in your own words. Day 2. Make up your own test using all the material in the unit and refine your answers. Day 1. Take a final review by skimming all notes and by reciting practice answers aloud. Test Day: Arrive rested and on time. Write down anything memorized as soon as the test begins. Relax and think positively.

· Prepare worksheets/notes on test anxiety, test-taking tips and test vocabulary.

· Create different types of sample tests (True/False, Multiple Choice, Matching, Fill-in-the-Blank, Essay, Label a Diagram, or Map, etc.) using general knowledge, or knowledge from this course.

· Design the format for the Study Plan, which includes information about their learning style as evidence for how to approach studying for a particular test and a structure for preparing for the test.

· Have students bring a notebook from another class to Advanced Learning Strategies to use for their Study Plan.

Teaching/Learning Strategies

· Design a board note on the Five-Days-Before Method of Test Preparation and on the value of daily review-weekly review-unit review.

· Discuss how students can use their preferred learning style to review large amounts of material.

· Distribute information on test anxiety and discuss.

· Review the process of reading over the entire test first, and then deciding how and when to tackle each question or section.

· Provide a vocabulary list of the kinds of verbs used in test questions, and what each of these verbs means.

· Distribute practice tests to be done independently, and then discuss strategies that worked for each type of question.

· Direct students to use notes from another class and complete a study plan for the next major test in that course. This study plan is submitted for summative evaluation.

Assessment & Evaluation of Student Achievement

· Using the expectations being assessed, design a rubric to evaluate the study plan.

Accommodations

· Approach the information in this activity in small chunks.

· Convert the strategies and tips for oral testing format.

· Allow students to use the vocabulary list during tests.

· The study plan may be point form.

· Enrichment: Write the study plan in a creative format, such as a diary or narrative.

Resources

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. 80-101) (sample tests by type)

Ellis, David B. Becoming a Master Student. Rapid City, SD: College Survival Inc., 1985. (pp. 146-175)

Lacroix, Pauline. Learning Strategies: A Foundation For Lifelong Learning. Toronto: Granby House Productions, 2001. (pp. 7.3-7.15)

Activity 1.9: Acquire Communication Skills

Time: 4 hours

Description

Acquisition of effective communication skills is the goal of this activity. Students review the components of an effective communication model. They align their learning style and type of thinking with the model. Students communicate information to a variety of people from one of the activities in Unit 1 in a format that is consistent with their learning style.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

Strand(s): Learning Skills

Overall Expectations

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

Specific Expectations

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

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

LS2.06 - use a variety of visual thinking/organizing methods 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.

Prior Knowledge & Skills

· Students have developed prior communication skills from curriculum and life experiences.

Planning Notes

· The communication process involves reading, writing, listening, speaking, and observing.

· Have a communication model chart for each student.

· Reproduce exercises addressing the components of the model for each student.

· Produce one copy of Appendix 1.9.1 and two copies of Appendix 1.9.2 for each student.

Teaching/Learning Strategies

· Review the components of communication.

· Distribute an exercise for reading comprehension, writing, listening, speaking, and observing.

· As a group, have students list their strengths and weaknesses for each exercise according to their preferred learning style and type of thinking.

· Have students transfer this information to Appendix 1.9.1, Communication Skills chart.

· Students choose personal information about their learning from one of the activities in Unit 1 to present.

· Hand out Assessment Rubric for oral presentations, Appendix 1.9.2.

· Using their strengths and weaknesses from Appendix 1.9.1, students plan their brief presentation.

· Students deliver the presentation twice to two different audiences. One must be in the classroom setting and one outside the classroom.

· Time is given for feedback from the Assessment Rubric (Appendix 1.9.2) for the first presentation.

· Have the students revise their presentation for their second audience.

· Students present to the second audience and Assessment Rubric.

· Collect both assessments.

Assessment & Evaluation of Student Achievement

· The exercises for the components of the communication process should be diagnostically assessed.

· Appendix 1.9.1, Communication Skills chart should be used as formative assessment.

· Appendix 1.9.2, Assessment Rubric for Oral Presentations should be used as formative assessment for the first presentation and summative assessment for the second presentation.

Resources

Adams, Janice, Cathy Costello and Steve Naylor. Reading and Writing For Success Senior. Toronto: Harcourt Canada, 2001. ISBN 0-7747-1490-5

Clark, Stewart, Zimmer. Business English and Communication. Toronto: McGraw-Hill Ryerson Ltd., 1990 ISBN 0-17-549857-X

Dawe, Robert, Barry Duncan and Wendy Mathieu. Resource Lines 9/10. Scarborough: Prentice Hall Ginn Canada, 1999. ISBN 0-13-012922-4

Goepfert, Paula S. The Communication Handbook. Scarborough: Nelson, 1982 ISBN 0-17-601507-8

Lacroix, Pauline. Learning Strategies: A Foundation For Lifelong Learning. Toronto: Granby House Productions.

Saliani, Dom. Communicate! Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-619716-8

Websites

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

Appendix 1.9.1

Communication Skills

	Reading	Writing
Strengths
Weaknesses

	Listening	Speaking	Observing
Strengths
Weaknesses

Summary Statement

Appendix 1.9.2

Assessment Rubric

Oral Presentation

Personal Information about learning

Name of Assessor: ________________________________ Date: __________________________

Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding LS1.01 LS1.03 LS2.06 LS2.07	- demonstrates limited understanding of theories about how one learns best - demonstrates limited understanding of relationships between theories about how one learns best	- demonstrates some understanding of theories about how one learns best - demonstrates some understanding of relationships between theories about how one learns best	- demonstrates considerable understanding of theories about how one learns best - demonstrates considerable understanding of relationships between theories about how one learns best	- demonstrates thorough and insightful understanding of theories about how one learns best - demonstrates thorough and insightful understanding of relationships between theories about how one learns best
Thinking/ Inquiry CGE2c CGE4f	- demonstrates limited ability to explore/express thoughts when speaking to others - demonstrates limited ability to utilize the ideas of others	- demonstrates some ability to explore/express thoughts when speaking to others - demonstrates some ability to utilize the ideas of others	- demonstrates considerable ability to explore/express thoughts when speaking to others - demonstrates considerable ability to utilize the ideas of others	- demonstrates a high degree of ability to explore/express thoughts when speaking to others - demonstrates a high degree of ability to utilize the ideas of others

Appendix 9.2 (Continued)

Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication CGE2c CGE4f LSV.02	- expresses ideas, opinions, feelings with limited clarity when speaking to others - uses level of language which has limited appropriateness to purpose and audience - speaks with limited clarity and effectiveness in terms of: - fluency - volume - speed - intonation - inflection - uses new terms and vocabulary with limited accuracy - maintains limited eye contact - makes limited use of gestures	- expresses ideas, opinions, feelings with partial clarity when speaking to others - uses level of language which is somewhat appropriate to purpose and audience - speaks somewhat clearly and somewhat effectively in terms of: - fluency - volume - speed - intonation - inflection - uses new terms and vocabulary with some accuracy - maintains some eye contact - makes some use of gestures	- expresses ideas, opinions, feelings clearly when speaking to others - uses level of language appropriate to purpose and audience - speaks clearly and effectively in terms of: - fluency - volume - speed - intonation -inflection - uses new terms and vocabulary with considerable accuracy - maintains considerable eye contact - uses gestures with considerable effectiveness	- expresses ideas, opinions, feelings with a high degree of clarity when speaking to others - uses level of language which is highly appropriate to purpose and audience - speaks with a high degree of clarity and effectiveness in terms of: - fluency - volume - speed - intonation -inflection - uses new terms and vocabulary with a high degree of accuracy - maintains appropriate eye contact - uses gestures that are highly effective
Application CGE4f	- uses language conventions with limited accuracy	- uses language conventions with some accuracy	- uses language conventions with considerable accuracy	- uses language conventions all or most of the time

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Activity 1.10: List Your Strengths and Strategies

Time: 4 hours

Description

Students review and evaluate all personal learning information that they have accumulated throughout
Unit 1. They set appropriate goals for school, work, and personal life for this school year. Students create a Personal Learning Profile with emphasis on strengths and strategies.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

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

CGE7b - accepts accountability for one’s own actions.

Strand(s): Learning Skills, Personal Knowledge and Management Skills,
Preparation for Transitions and Change

Overall Expectations

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

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

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

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

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

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

LS2.06 - use a variety of visual thinking/organizing methods effectively in learning new material and planning for writing;

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

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;

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

Planning Notes

· Teacher may wish to convert the Personal Learning Profile, Appendix 1.10.1, into a word processing format and book computer lab time for students to complete the profile.

· Have a duplicate copy of Appendix 1.10.1 for each student.

· Reproduce three copies of a rubric assessment for Personal Learning Profile (Appendix 1.10.2).

Teaching/Learning Strategies

· Distribute the Personal Learning Profile Appendix 1.10.1.

· Distribute the Rubric for Personal Learning Profile, Appendix 1.10.2, and review expectations.

· Choose one of the categories in the profile and complete it collaboratively with students using their notes.

· Do a mock assessment of the completed category with students using the rubric.

· Students complete the remainder of the Personal Learning Profile.

· Individual assistance may be given to students as they work independently.

· Students assess their completed Personal Learning Profile using the rubric tool. Peers assess the profile as well.

· Students revise the rough copy of profile based on the assessments and complete a final copy.

· Teacher evaluates the completed profile using the rubric.

Assessment & Evaluation of Student Achievement

· Appendix 1.10.1 – Rough copy should be used for formative assessment

· Appendix 1.10.1 –Final copy should be used for summative assessment

Appendix 1.10.1

Personal Learning Profile

Name:

Date:

A Brain Theory and Learning

Left- or Right-brain learned:

Strengths

Weaknesses

Strategies:

School

Work

Personal Life

Reflection:

B Memory and Learning

	Short Term	Long Term
Strengths
Weaknesses
Strategies:
School
Work
Personal Life
Reflection

Appendix 1.10.1 (Continued)

C Stages of Memory

	Encoding	Storage	Retrieval
Strengths
Weaknesses
Strategies:
School
Work
Personal Life
Reflection

D Learning Style

Type:

Strengths

Weaknesses

Strategies:

School

Work

Personal Life

E Note-taking Techniques

Strengths

Weaknesses

Strategies:

School

Work

Personal Life

F Study Techniques and Test-Taking

Strengths

Weaknesses

Strategies:

School

Work

Personal Life

Appendix 1.10.1 (Continued)

G Communication Skills

	Reading	Writing
Strengths
Weaknesses
Strategies:
School
Work
Personal Life
Reflection

	Listening	Speaking	Observing
Strengths
Weaknesses
Strategies:
School
Work
Personal Life
Reflection

Summary Statement:

Appendix 1.10.2

Rubric for Personal Learning Profile

Criteria/Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/Understanding
- demonstrates in the Personal Learning Profile correct use and understanding of key facts and terms	- demonstrates limited use and understanding of the key facts and terms	- demonstrates some use and understanding of the key facts and terms	- demonstrates considerable use and understanding of the key facts and terms	- demonstrates a high degree of use and understanding of the key facts and terms
Thinking/Inquiry
- completes the task in a critical and creative manner - decision-making model - predictions- original format	- uses critical and creative thinking skills with limited effectiveness	- uses critical and creative thinking skills with some effectiveness	- uses critical and creative thinking skills with considerable effectiveness	- uses critical and creative thinking skills with a high degree of effectiveness
Communication
- presents the Personal Learning Profile in a visually appealing and organized manner - uses language clearly and effectively - clear accurate language - clear accurate visuals - audience appeal	- uses visuals with limited appeal and organization - uses language with limited clarity and effectiveness	- uses visuals with some appeal and organization - uses language with some clarity and effectiveness	- uses visuals with considerable appeal and organization - uses language with considerable clarity and effectiveness	- uses visuals with a high degree of appeal and organization - uses language with a high degree of clarity and effectiveness
Application
- completes Personal Learning Profile logically - logical use of knowledge	- connects knowledge with limited logic	- connects knowledge with some logic	- connects knowledge with considerable logic	- connects knowledge with a high degree of logic

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Activity 1.11: Start Advocating for Yourself

Time: 3 hours

Description

Students begin by reviewing their communication skills from Activity 1.9 “Acquire Communication Skills.” Using the Personal Learning Profile, they will prepare a presentation to advocate for optimum performance during this year at school, work, and in their personal life.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

CGE4f - applied effective communication, decision-making, problem solving, time and resource management skills.

Strand(s): Learning Skills, Personal Knowledge and Management Skills

Overall Expectations

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;

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

Specific Expectations

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

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

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.

Prior Knowledge & Skills

· Knowledge of communication skills strengths from Activity1. 9 is required. Successful completion of the Personal Learning Profile from Activity 1.10 is a necessity.

Planning Notes

· Have two copies of Appendix 1.9.2 for students.

· Prepare a memo of explanation to distribute to staff that are requested to participate in this advocacy program.

Teaching/Learning Strategies

· Review presentations and assessments from Activity 1.9.

· Distribute Appendix 1.9.2 and review the assessment categories with the students.

· Have students choose a subject area and teacher in order to align the presentation.

· Students prepare to present two of the categories in their Personal Learning Profile to a small group in the classroom.

· Small group provides feedback to student using Appendix 1.9.2.

· Students complete their advocacy presentations. They arrange an appointment with one of the selected subject teachers to discuss their Personal Learning Profile as it pertains to that subject.

· Subject teacher completes Appendix 1.9.2 assessment provided by the student.

Assessment & Evaluation of Student Achievement

Appendix 1.9.2 is a summative assessment.

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