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Course Profile Advanced Learning Strategies: Skills for Su
Course Overview
Prerequisite: For GLS4O Career Studies, Grade 10 Open
For GLE4O and GLE3O Recommendation of principal
This
course improves students learning skills, preparing them to make su
The focus
of Guidance and Career Education courses from Grades 9 through 12 is specific
to the decisions that students are currently making and to the particular
context of the course.
|
Course |
Course Code |
Focus |
|
Learning
Strategies |
GLE1O GLE2O |
Strategies
for su Goal
setting, decision making and planning for learning in school |
|
Career
Studies |
GLC2O |
Consolidation
and application of the skills and knowledge required to continue learning and
to make career/life decisions Goal
setting, decision-making (course selection) and planning based tentative
postsecondary plans |
|
Leadership
and Peer Support |
GPP3O |
Development
and use of leadership and support knowledge and skills for use in specific,
experiential contexts Goal
setting, decision making and planning is focused on identified needs for
leadership and support |
|
Designing
Your Future |
GWL3O |
Designed
to provide students with a comprehensive opportunity to explore the world of
work, their own specific individual interests and characteristics and to make
postsecondary decisions based on these |
|
Advanced
Learning Strategies |
GLS4O GLE3O GLE4O |
Focuses
on the skills and strategies for learning and how they relate to school, to a
postsecondary destination and to transition and change Goal
setting, decision making and planning for postsecondary learning and the
on-going development of life long learning skills |
In
the Advanced Learning Strategies course, students refine their postsecondary
plan based on a specific destination (workplace or postsecondary education) and
begin to implement pieces of this plan.
All
Guidance and Career Education courses encourage application of learning and
career exploration in real contexts, e.g., community involvement, work
experience, cooperative education, volunteering, job shadowing, school-work
transition programs, apprenticeship programs, internships, mentoring.
The Grade 12 Advanced Learning Strategies:
Skills for Su
The Grade
12 Advanced Learning Strategies Course may also be used as a related course for
Cooperative Education and it may also serve as a course for ESL students.
The course profile is framed by two guiding questions:
1. How do I become a self-directed lifelong
learner?
2. How can I su
It is important that the teacher explicitly
connect all teaching and learning activities in the course to the two guiding
questions so that students understand the purpose of the course. The guiding
questions should be continually highlighted, e.g., posted in the classroom to
focus the goals of the course.
To
provide a framework for the teacher and students, this course profile has been
structured around six key learning areas. Ongoing growth of knowledge and
skills in each of the six key learning areas is essential to the development of
a self-directed, lifelong learner who can su
|
Guiding
Questions ·
How do I become a self-directed lifelong learner? ·
How can I su |
|
|
Key Learning Areas |
Overall Expectations |
|
1. Understanding and using thinking and
learning skills and strategies |
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; PKV.02
- identify the learning skills and strategies they need to improve to ensure
su |
|
2. Using research and inquiry skills |
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. |
|
3. Conducting self analysis |
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; PKV.02
- identify the learning skills and strategies they need to improve to ensure
su PKV.04
- explain the positive and negative impacts of personal factors on
achievement. |
|
Key Learning Areas |
Overall Expectations |
|
4. Identifying,
evaluating and selecting options based on self analysis and research |
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. |
|
5. Developing and adjusting personal plans for
ongoing change and transition |
LSV.04
- produce a personal plan for maximizing their learning while in secondary
school and in subsequent years; EOV.04
- identify and describe the learning environments and resources available to
support learning in postsecondary education/training and work contexts. |
|
6. Understanding and using personal management
and transition management skills |
PKV.03
- evaluate their personal management skills, habits, and characteristics that
contribute to su PKV.04
- explain the positive and negative impacts of personal factors on
achievement; 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. |
In this
course, teaching should not only convey the knowledge and skills of the subject
but also provide students with a process for effective learning that they can
use throughout their lives. The continuous inquiry process, outlined in the
Guidance and Career Education curriculum policy, is a critical lifelong
learning strategy. Using the inquiry process helps students learn how to define
and investigate critical questions and issues and to synthesize and communicate
the results of their investigation.
It is
important that students in guidance and career education courses learn by
doing and have opportunities to practise being self-directed learners.
Self-directed learners use purposeful and intentional strategies and ways of
thinking to help themselves learn. Self-directed learners:
1) are
aware of the skills and strategies they use to learn and understand when and
how to use them;
2) monitor their demonstrations of learning and
self-assess based on specific criteria;
3) solve problems they encounter in their
learning;
4) set goals for improvement and follow through
on these, making adjustments as needed.
In this course, this is presented as a cyclical
learning process. (See A Self-Directed Learning Process, Course Overview,
Appendix 1.)
Portfolios help make this learning
process concrete. They require students to collect evidence or proof of their
learning so that they can consider what they have learned, determine how well
they did and what they need to do next. The portfolio process is a significant
tool for teaching students the steps in the learning process described above
and in Course Overview, Appendix 1 A Self-Directed Learning Process.
It is
recommended that students collect evidence of their learning in this course in
a portfolio organized a
In this course, learning
expectations are met through a variety of instructional strategies:
|
Direct
Instruction ·
direct teaching ·
demonstration ·
explicit teaching of thinking skills and strategies ·
explicit teaching of self-assessment and reflection |
Interactive
Learning ·
small group co-operative learning ·
small group discussion ·
interviewing |
|
Indirect
Instruction ·
guided teacher and student directed inquiry ·
individual and group research ·
reflective discussion |
Experiential
Learning ·
simulation, role-playing ·
community-based learning experiences, e.g., field trips, job shadowing |
It is
important for students to have multiple opportunities to practise their
learning. The teaching/learning process, therefore, includes modeling or
demonstration of the concept, guided practice, and independent practice prior
to summative evaluation.
Teaching and learning
activities include:
·
choice,
where possible, in student tasks and assignments;
·
the
use of graphic organizers, e.g., Venn diagrams, mind maps, tables;
·
opportunities
to use information technologies;
·
opportunities
for students to use their learning preferences, e.g., learning styles/multiple
intelligences to learn and demonstrate learning;
·
opportunities
to apply learning in new contexts;
·
opportunities
to reflect on learning, to self-assess and to determine next steps.
|
|
Introduction
to the Guiding Questions and Key Learning Areas |
|
|
Unit 1 |
What Do
I Know? |
20
hours |
|
Unit 2 |
How Can
I Maximize My Potential for Learning? |
22
hours |
|
Unit 3 |
How Can
I Plan Ahead? |
30
hours |
|
*Unit 4 |
How Can
I Put My Plan into Action? |
28
hours |
|
Final
30% Evaluation Component Part A: Summarizing My Learning Part B: Learning to Change |
10
hours |
|
* This
unit is fully developed in this Course Profile.
Time: 20 hours
Unit
Description
By the end of this unit, students develop a
Learner Profile which consolidates the skills, habits and characteristics that
have helped them get to this point. The learner profile should be presented as actively
as possible, e.g., a talk show format during which students interview each
other about their profiles, and present an analysis of their own thinking and
learning supported by specific personal examples.
Unit 1 begins with a brief exploration of the
two major themes of the course: managing transitions and self-directed lifelong
learning. Students arrive at a definition of the term transition, e.g., the
process people go through when they need to make a change. Students discuss
briefly some aspects of su
Teachers introduce students to the two guiding
questions for the course and the six key learning areas. The presentation of
the framework to students helps them connect course work to the guiding
questions and the six key learning areas. The teacher also outlines how the six
key learning areas are addressed in the final summative evaluation for the
course.
A key transition management skill is the
ability to take stock. The bulk of Unit 1 is spent on the development of the
learner profile. The students consolidate what they know so far about their
thinking, learning and personal management strategies. Students demonstrate
application of the knowledge in their daily lives with a view to transferring
the knowledge and skills to life beyond secondary school. The learner profile
includes a look at barriers to su
Students
approach this course from varied backgrounds. Teachers need to gather diagnostic
information on student knowledge and use of thinking skills, learning
strategies, self-analysis, and personal management skills and determine the
amount of time to spend on Unit 1 concepts a
·
Key
Learning Area 1 Understanding and Using Thinking and Learning Skills and
Strategies
·
Key
Learning Area 3 Conducting Self Analysis
·
Key
Learning Area 6 Understanding and Applying Personal Management and Transition
Skills
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
TCV.01, TC1.01, TC1.02, TC1.04 |
Knowledge/ Understanding Thinking/Inquiry |
What is a transition? What are some
transitions that people experience? What is this course about? How will this
course help me? Students: ·
examine some examples of transitions to arrive at a definition of the
term transitions; ·
determine that they are in the midst of a personal transition to a
postsecondary destination; ·
understand the focus of the course, how it relates to transitions
through discussion of the two guiding questions and six key learning areas
and how this understanding will be reflected in the final evaluation. |
|
2 |
LSV.01,
LSV.02, PKV.01, LS1.01, LS1.03, LS2.01, LS2.05, LS2.07, LS3.03, PK1.01,
PK1.02, PK1.03, PK2.02 |
Knowledge/
Understanding Communication Thinking/Inquiry Application |
What
skills, habits and characteristics do I currently have that have helped me
get to this point in my life? Students:
·
summarize what they know about their own learning preferences and
strengths, e.g., learning styles, multiple intelligences, use of learning
skills and strategies. |
|
3 |
PKV.03,
PK2.02, PK2.03 |
Knowledge/
Understanding Communication Thinking/Inquiry Application |
What
do I know about personal management strategies and which ones do I use
effectively? Students: ·
examine a variety of personal management strategies; ·
determine which ones they currently use to achieve their goals. |
|
4 |
LSV.03,
LS3.01, LS3.03 |
Knowledge/
Understanding Application Communication |
What
are some barriers to learning and which barriers affect me? Students:
·
examine a variety of barriers to learning; ·
determine any barriers that apply to themselves; ·
outline strategies that may reduce the impact of these barriers. |
|
5 |
PKV.01, LS2.06, LS3.01, LS3.07, PK1.01,
PK1.02, PK2.02, EO1.08, TC1.04 |
Knowledge/ Understanding Thinking/Inquiry
Communication |
What do I know about myself as a learner? Students: ·
develop and present their own learner profile that describes and
documents their learning strengths, use of learning skills and strategies,
use of personal management strategies and strategies for dealing with
barriers; ·
provide documentation that includes examples and anecdotes from their
lives with specific references to the use of skills, habits and
characteristics that have contributed to su |
Time: 22 hours
Unit
Description
By
the end of this unit, students will have completed a research project related
to aspects of learning and factors that influence learning. Students use the
information gained from their research to set goals for their own learning, and
apply these in a personal context.
Students
expand their knowledge of the research/inquiry process and apply the skills
required for self-directed life-long learning. Students research a variety of
topics to practise and refine their research/inquiry skills and to gain an
understanding of thinking and learning skills and strategies, motivation,
stress management and the brain. Students use print, Internet and other media,
e.g., interview, e-mail as sources for research.
In this
unit, students practise being self-directed learners. Students have
opportunities to determine a focus for learning, participate in learning
experiences, apply this learning in new situations, assess the results and
determine next steps.
·
Key
Learning Area 1 Understanding and Using Thinking and Learning Skills and
Strategies
·
Key
Learning Area 2 Using Research and Inquiry Skills
·
Key
Learning Area 3 Conducting Self Analysis
·
Key
Learning Area 6 Understanding and Using Personal Management and Transition
Management Skills
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LSV.01,
EOV.01, LS1.02, LS2.02, LS2.03 LS2.04, LS3.02, PK2.04 PK2.06, EO1.04, EO1.08 |
Knowledge/
Understanding Thinking/ Inquiry |
What
do I know about the brain and learning? Students:
·
review the research process: · Step 1 Preparing for Research ·
Step 2 A · Step 3 Processing Information · Step 4 Transferring Learning ·
research (using print and Internet sources) and summarize information
about how we learn, e.g., motivation, impact of stress on learning,
information processing, storage, retrieval. |
|
2 |
EOV.01,
LS2.04, PK2.03, PK2.08, EO1.08, LS2.02, LS2.03 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
What
can I find out about how others manage their time and resources to maximize
their learning and effectiveness? Students: ·
conduct e-mail, direct interviews and research print and Internet
resources; ·
synthesize and summarize this information. |
|
3 |
PKV.02,
PKV.04, PK1.01, PK1.02, PK2.01, PK2.02, PK2.06, LS1.02, LS3.05, LS3.07 |
Thinking/
Inquiry Application |
How
can I use the information from our research to impact my own learning and
effectiveness? Students: ·
examine their learner profiles and analyse their learning skills and
personal management skills in terms of the researched information; ·
do a gap analysis to determine areas in which they can be more
effective; ·
determine need for support and self advocacy. |
|
4 |
PKV.03,
LSV.02, PK1.03, PK2.05, PK2.07, PK2.08, LS2.02, LS2.05, LS2.07, EO3.02,
LS3.07, EO1.08 |
Thinking/
Inquiry Application Communication |
How
can I apply what I have learned to become a self-directed, lifelong learner? Students: ·
select an opportunity in which they can apply some of their learning
skills/strategies and/or personal management skills. They self-assess their
application and impact and based on this, determine their next steps (Some
students may choose to apply skills/strategies in a subject area, volunteer
experience, an extra-curricular activity, a part time job, etc.); ·
provide evidence of their learning and reflect on each stage of the
learning process. |
|
5 |
LSV.01,
LSV.02, PKV.04, EO1.08, LS1.02, LS2.05, LS2.06, LS2.07, LS3.02, LS3.07,
PK1.03, PK2.04 |
Communication |
How
can I explain what I have learned and how I learned it so that I can help
others understand lifelong learning? Students: ·
identify the skills, habits and characteristics used in Cluster 4; ·
identify the process they used so that their learning was
self-directed and on-going; ·
draw from their experience and prior research to create a summary,
e.g., a short report, presentation, documentary, pamphlet, radio phone-in
show on life-long learning. |
Time: 30 hours
Unit
Description
By
the end of this unit, students will have researched at least two postsecondary destinations.
They use one of several decision-making models to select their preferred
postsecondary destination and rank their alternate choices. Students consider
their strengths, interests, and needs in this decision-making process.
Students
explore their possible futures after secondary school. Students select o
Students
who are planning postsecondary education gather specific information on cost,
housing options, financial assistance, available learning support services and
vocabulary associated with the destination. Students bound for the workplace
investigate possible employers, locations, application and selection
procedures, salaries, opportunities for advancement and learning in the
workplace, future training requirements and associated costs, housing
implications and vocabulary specific to the destination. Students should
arrange visits to a few education/work destinations as part of their research.
·
Key
Learning Area 2 Using Research and Inquiry Skills
·
Key
Learning Area 4 Identifying, Evaluating, and Selecting Options Based on Self
Analysis and Research
·
Key
Learning Area 5 Developing and Adjusting Personal Plans for Ongoing Change
and Transition
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EOV.01,
EOV.02, PK2.08, EO1.05, EO2.01, EO2.02, EO2.03, EO3.01, EO3.02, LS2.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Given
my skills, habits and characteristics, what o Students:
·
investigate o ·
research the education or training required for these o |
|
2 |
PKV.02,
LSV.04, PK1.04, PK1.05, PK2.01, EO2.01, EO2.02, EO2.03, EO3.01, EO3.02,
LS2.02, LS3.07 |
Knowledge/
Understanding Application |
What
skills and knowledge do I have that are required for my o Students:
·
compare skills that are required for su ·
target specific skills, habits and characteristics they need to
improve, determine areas of their lives in which they use these, and create
and implement a plan for improvement. |
|
3 |
EOV.01,
EOV.03, EOV.04, LS3.05, EO1.01, EO1.02, EO1.04, EO1.07, EO3.03, EO3.04,
EO3.05, EO3.06, EO1.06, TC1.05, TC2.05 |
Thinking/
Inquiry |
What
might life after high school look like for me? Students: ·
research key information needed to help them make decisions about
their future after high school; ·
collect information, e.g., cost, housing options, salaries,
opportunities for advancement on at least two postsecondary destinations; ·
create a PMI (Plus, Minus, Interesting) profile for each postsecondary
option; ·
determine need for self advocacy. |
|
4 |
EOV.03,
TCV.03, LS3.04, LS3.07, EO1.02, EO1.03, EO1.08, TC1.05, TC2.01, TC2.02 |
Application
Communication |
How
can I make a decision? ·
use a decision-making model to select a postsecondary destination and
rank their back-up destinations; ·
provide a rationale to support this decision. |
Time: 28 hours
Unit
Description
By
the end of this unit, students will have developed an action plan for their
transition to a postsecondary destination and will have implemented aspects of
the plan. In this unit, they also demonstrate their knowledge of the transition
process by giving advice to a person undergoing a transition and by predicting
how they will handle two transitions in their own lives.
As a
result of their work in earlier units, students have selected a postsecondary
destination. In Unit 4, they begin to explore transition processes. Through a
study of sample transitions, they learn about the types and stages of
transitions as well as challenges and emotions that are part of transitions to
new roles and environments (including independent adult living). Students
identify the transition management strategies that they need to use or develop
for the transitions in their own lives. Through discussion in class and
interviews with adults, students explain the su
·
Key
Learning Area 3 Conducting Self Analysis
·
Key
Learning Area 5 Developing and Adjusting Personal Plans for Ongoing Change
and Transitions
·
Key
Learning Area 6 Understanding and Using Personal Management Skills and
Transition Management Skills
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TCV.01,
TCV.02, TC1.01, TC1.02, TC1.03, TC1.04, LS2.04 |
Knowledge/
Understanding Application Communication |
What
are the challenges related to transitions and change? What strategies can I
use to take charge of the changes I will experience in my life? Students:
·
examine case studies, and learn about transitions, types and stages of
transitions as well as strategies used to manage transitions; ·
begin to develop an annotated transition lifeline (life map) to be
completed by the end of the unit (See Unit 4, Cluster 4 for details). |
|
2 |
TCV.03,
LSV.04, TC1.02, TC2.03, TC2.04, TC2.05, LS3.06 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
How
can I take charge of this transition to the next stage of my life? What is my
backup plan? Students:
·
develop an action plan to reach their education and work goals and
determine the strategies they need to use/develop to manage this transition. |
|
3 |
TCV.01,
TCV.03, TC1.05, TC2.03, LS2.02, LS2.03, LS3.05, LS3.07, PK1.03, PK2.07,
PK2.08 |
Thinking/
Inquiry Application |
How
do I begin to implement my Transition Action Plan? Students: ·
put pieces of their plan in place, e.g.: · apply for postsecondary education or work; · develop and refine a portfolio; · improve in a required subject(s); · apply for financial assistance; · advocate for themselves, e.g., meet with individuals to arrange for learning supports; · set up volunteer or part-time work; ·
practise and document a variety of transition management skills,
learning skills and strategies, and personal management skills. |
|
4 |
TCV.01,
TCV.02, EO2.01, EO2.02, TC1.01, TC1.03, TC1.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
How
can I predict the transitions in my life? Students:
·
map previous transitions on a lifeline; ·
evaluate the effectiveness of the skills they used to manage these
transitions; ·
indicate instances where they may have handled things differently; ·
predict and map future transitions; ·
for these future transitions, identify potential approaches and ways
of thinking that would support su |
Seventy
per cent of the grade is based on evaluation conducted throughout the course.
Thirty per cent of the grade is based on a final evaluation component.
70% Term
In this
GLC4O Course Profile, the following summative evaluation tasks are suggested:
Unit
1: Development and Presentation of the Learner Profile
Unit
2: Research Project on aspects of learning, personal application of the
learning, and a summary explanation or demonstration
Unit
3: Postsecondary Destination Research and Decision-Making Application,
Unit
4:Transition Action Plan Development, Plan Implementation, Personal Transition
Lifeline
It is
critical that students be allowed to demonstrate their learning in a variety of
ways, e.g., in role plays, through oral presentations, interviews, in
conferences, using technology, in various forms of writing, using graphic
organizers, logs.
Final
30% Evaluation Component
|
Part A |
Summarizing
My Learning Students
provide evidence of learning for each of the Key Learning Areas in the
course: ·
Understanding and using thinking and learning skills and strategies ·
Using research and inquiry skills ·
Conducting self analyses ·
Identifying, evaluating, and selecting options based on self analysis
and research ·
Developing and adjusting personal plans for ongoing transitions ·
Understanding and using personal management and transition management
skills Students
articulate the skills/knowledge that were used, how well they were applied
and how they pertain to goals and plans for further learning, e.g.,
reflection on the learning process, Appendix 1. This process is a portfolio
process. Teachers may wish to use alternate terms such as Key Learning Folio,
Status Report, Learning Summary, etc. Students
articulate their learning in written or oral format as written reflections
or in a presentation or conference. |
|
Part B |
Learning
To Change Short-Term Project Students: ·
identify an opportunity for potential change, e.g., beginning a short
volunteering experience, leasing an apartment, getting a part time job; ·
use the skills learned in this course to implement this change; ·
document application of the six Key Learning Areas and the self-directed
learning process as they move through the transition phases. |
Teachers
should consult individual student Individual Education Plans (IEPs) for
specific direction on a
The
following considerations apply to each of the units in this course:
1. Any student or group of students may require
a
2. Appropriate a
3. Instructional and assessment activities must
take into a
4. A
·
data
charts onto which students record information;
·
more
time for learning and completion of activities;
·
use
of specialized equipment and assistance;
·
modified
work load;
·
for
students with weak writing skills, a wide range of options for recording and
reporting work, e.g. drawings, diagrams, flow charts, concept maps;
·
use
of available adaptive technologies to assist students (computer-assisted
learning);
·
use
of assessment strategies that match students learning strengths;
·
oral
reports; scribes (student or teacher) in note making;
·
use
of peer helpers to assist students working in small groups;
·
use
of tape recorders or computers as an alternative to written responses.
5. Some students with an IEP may require
modification of selected expectations to meet the students needs. As outlined
in
6. For community-based learning experiences, and
where resources are available, consult with cooperative education teachers,
special education teachers, and community organizations who facilitate
placement of students with exceptionalities.
(Adapted from Grade 9 Learning Strategies Course
Profile Public District School Board Writing Partnership, 1999, and
Grade 9 Essential Science Course Profile, Public and Catholic District School Boards Writing Partnerships, 1999).
7. ESL/ELD Students sensitivity to the
transitions they experienced coming to a new country will be required.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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 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 substantial part
of any work on the Internet is not allowed without the permission of the owner.
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.
Bennett,
B. and C. Rolheiser. Beyond Monet, The Artful Science of Instructional
Integration.
Campbell,
J., K. Hoey, and A. Clifton. Careers 10.
ISBN 0-13-031506-2
Kaufeldt,
Martha. Begin With the Brain.
Martin-Kniep,
Giselle O. Becoming a Better Teacher, Eight Innovations That Work.
Misener,
Judi and Susan Butler. Horizons 2000+ Career Studies.
Plue,
Les, Warren Palmer, and Cheryl Karakokkinos. Careers Today and Tomorrow.
Irwin Publishing, 2000. ISBN 7725-2857-8
Rolheiser,
Carol, B. Bower, and L. Stevahn. The Portfolio Organizer.
Silver,
ISBN 0-87120-387-1
Sousa,
David. How the Special Needs Brain Learns.
ISBN 0-7619-7851-8
Tomlinson,
Carol Ann. How to Differentiate Instruction in Mixed Ability Classrooms (2nd
Edition).
Wallace,
L. Career Studies 10.
Books
Bowen,
J., and M. Hawkins. Square Pegs: Building Su
Davis,
Leslie, S. Sirotowitz and H. C. Parker. Study Strategies Made Easy; A
Practical Plan For School Su
Ellis,
Dave. Becoming a Master Student.
Fleet,
Joan, F. Goodchild, and R. Zajchowski. Learning for Su
(3rd edition).
Frender,
G. Learning to Learn: Strengthening Study Skills and Brain Power.
Incentive Publications, Inc.
ISBN 0-86530-141-7 (Canadian Distributor: Mind Resources)
Horn,
Sam. Concentration! How to Focus for Su
ISBN 1-56052-073-6
Koechlin,
C., and S. Zwaan. Information Power Pack. (Series: Junior, Intermediate,
Teaching Tools)
Ruggerio,
V.R. Becoming a Critical Thinker. Houghton Mifflin Company. ISBN
0-395-77250-8
Sprenger,
Marilee. Learning & Memory, The Brain in Action.
Tarasoff,
Mary. Reading Instruction that Makes Sense. (manual) Active Learning
Institute
Tel: (519) 452-2000 Fax: (519) 452-2395)
Periodicals
The Science
of Learning, Educational Leadership. Association for Supervision and Curriculum
Development, Vol. 58, Number 3, November, 2000.
Websites
What are
my Multiple Intelligences? http://www.career
an online quiz
Study
Tips http://osca.ouac.on.ca/study-tips.htm
A
services for students with disabilities
Self-Assessment
Related to Careers
Jackson
Vocational Interest Survey (J.V.I.S.) http://www.jvis.com/
My Work
Preferences Profile http://www.career
Research
on Destinations
Bridges.com
Inc. http://on.cx.bridges.com/
Apprenticeships,
HRDC http://www.on.hrdc-rhc.gc.ca/english/lmi/eaid/o
Apprenticesearch.com
http://www.apprenticesearch.com
Bridges
CX http://cx.bridges.com/
Career
Cruising http://www.careercruising.com/
CanLearn
Interactive http://www.canlearn.ca/English/eng.cfm
Colleges
www.gotocollege.ca
Destination
2020: Build Your Skills http://www.career
Entrepreneur,
Minding Your Own Business, HRDC
http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/english/products/minding/mind-eng/index.shtml
Employability
Skills 2000+
http://www.conferenceboard.ca/education/learning-tools/employability-skills.htm
Job
Search Manual http://www.sunraye.com/job_net/
Ontario
Colleges http://osca.ouac.on.ca/caats.htm
Ontario
School Counsellors Association (OSCA) http://osca.ouac.on.ca/
Ontario
Universities http://osca.ouac.on.ca/univ.htm
Special
Needs at Ontario Universities, OSCA http://osca.ouac.on.ca/special-needs.htm
Secrets
for Su
http://www.yorku.ca/cdc/ldp/su
Training
and Jobs, Ministry of Education
http://www.edu.gov.on.ca/eng/training/training.html
Worksite
Communicaat
Online http://www.ocas.on.ca/pubs/caat2002/index.html
Special
Needs at Ontario Colleges, OSCA http://osca.ouac.on.ca/spneeds-c.htm
Financial
Planning
Your
Money, Your Life, Your Way
http://www.gov.on.ca/mczcr/owd/english/students/feature2.htm
Scholarships,
Awards and Financial Aid for Colleges in
Student
Awards http://www.studentawards.com/
Job
Search
Campus
Worklink.com http://campusworklink.workopolis.com/
CanadaCareers.com:
Marketing Yourself http://www.canadiancareers.com/resandcl.html
CanadaJobs.com
http://www.canadajobs.com/
Jobbus.com
http://www.jobbus.com/
Monster.com
http://www.monster.ca/
Workopolis.com
http://www.workopolis.com/
(Resources
for Unit 4 are listed after each activity.)
Choices
Into Action: Guidance and Career Education Program Policy for
Guidance
and Career Education (The
http://osca.ouac.on.ca/guid1112.pdf
Cooperative
Education and Other Forms of Experiential Learning, 2000
http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/coop_ed.html
The
http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.html
The
Ontario Annual Education Plan, 1999
http://www.edu.gov.on.ca/eng/general/elemsec/aep/aep-eng.pdf
Special
Education, A Guide for Educators. Ministry of Education, 2000
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html
|
Determine a focus for learning
|
||
|
μ |
LEARN Through
instruction (self or others), research, experience, or personal reflection |
ξ |
|
DETERMINE NEXT STEPS Where
else can I apply what I learned? What
next steps can I take? How can
I improve or extend my learning? |
|
DEMONSTRATE or APPLY LEARNING Moving
from guided practice to independent use (Evidence
of this application may be stored in a portfolio.) |
|
λ |
REFLECT ON APPLICATION Retell What
did I do? What
skills did I use or learn? Self-Assess Why was
I trying to do it? How
well did I do it? How
might I adapt it? |
ν |
Coded
Expectations, Advanced Learning Strategies: Skills for Su
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.
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.
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 su
PKV.03 · evaluate their personal
management skills, habits, and characteristics that contribute to su
PKV.04 · explain the positive and negative
impacts of personal factors on achievement.
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 su
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 su
PK2.08 explain and demonstrate the
effective use of a variety of systems for time and priority management.
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.
A
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 su
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).
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.
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 su
TC1.04 explain the su
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 su
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 su
TC2.05 identify the financial implications of their postsecondary choices and produce a plan describing how they will manage their finances after high school.
Unit
4 | Course
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