Course Profile Parenting and Human Development (HPD4E), Grade 12, Workplace Preparation, Catholic

Unit 4: Responsible Parenting

Time: 25 hours

Activity 4.1 | Activity 4.2 | Activity 4.3 | Activity 4.4 | Activity 4.5

Unit Description

Students realize the importance responsible parenting has towards the further growth and development of the child and adolescent. Students focus on issues surrounding responsible parenting. They recognize that as future caregivers, who are formed in Catholic faith traditions, they are called to guide children and to encourage them to be responsible members of society. This involves encouraging healthy food habits, age-appropriate behaviour, communication, and conflict resolution that respect the dignity and welfare of each family member. Students maintain a journal throughout this unit to reflect on their own development of healthy food habits, age-appropriate behaviour, communication skills, conflict resolution skills, and self-discipline that have contributed to their own formation as a member of a Catholic family.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
4.1 Nutrition: Children and Adolescents	5 hours	PRV.02, ISV.01, ISV.02, ISV.03, PR2.01, PR2.02, PR2.03, PR2.04, IS1.01, IS2.02 CGE2b, CGE5c, CGE6c, CGE7d	Knowledge/ Understanding Communication Thinking/Inquiry Application	- completion of chart - computer analysis of data - Socratic lesson - comparison - analysis - discussion - assignment
4.2 Age-Appropriate Behaviour	6 hours	PRV.03, ISV.01, ISV.02, ISV.03, PR3.01, PR3.02, PR3.03, IS1.02, IS2.01, IS2.03, IS2.04 CGE1h, CGE4a, CGE6c, CGE7a, CGE7g	Knowledge/ Understanding Communication	- brainstorm - observations - completion of observation chart - group work
4.3 Role of Communication	6 hours	PRV.04, PR4.01, PR4.02 CGE2a, CGE3c, CGE4f, CGE4g	Knowledge/ Understanding Thinking/Inquiry	- Socratic lesson - mind mapping - view movie - movie analysis - class discussion - evaluation
4.4 Managing Family Conflicts	4 hours	PRV.04, PR4.03 CGE2a, CGE4a, CGE7c	Knowledge/ Understanding Communication Application Thinking/Inquiry	- bible passages - class discussion - Socratic lesson - case studies - role playing - group presentation
4.5 Encouraging Self-Discipline	4 hours	PRV.04, PR4.04 CGE5e, CGE6a, CGE7b	Knowledge/ Understanding Communication Application Thinking/Inquiry	- Socratic lesson - group work - written opinion - group presentation - class discussion

Activity 4.1: Nutrition: Children and Adolescents

Time: 5 hours

Description

Students complete a daily food intake chart for both themselves and a child whose parent they have interviewed. Using this information, they identify and compare nutritional requirements of children and adolescents; evaluate their personal food intake and that of the child to determine if they meet the nutritional requirements; and make recommendations for improvement. Students use Bible passages to recognize the sacredness of life, their own and that of others, and how proper nutrition is a key to a healthy existence. They also suggest strategies that parents and youth workers could use to encourage healthy eating. Students apply this knowledge to the development of healthy and appealing meals and snacks.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

CGE7d - promotes the sacredness of life.

Strand(s): Personal and Social Responsibilities, Research and Inquiry Skills

Overall Expectations

PRV.02 - demonstrate an understanding of how the parental responsibility for the nutritional well-being of children and adolescents is best fulfilled;

ISV.01 - demonstrates an ability to follow the steps involved in a research investigation independently and in an organized manner.

Specific Expectations

PR2.01 -identify and compare the nutritional requirements of growing children and adolescents
(e.g., children require three servings of dairy foods daily, whereas adolescents require four);

PR2.02 -explain the impact of inadequate nutrition on student learning, growth, and development
(e.g., diminished concentration);

PR2.03 - identify the nutritional components of a healthy snack, a school lunch, and a dinner for a child and for an adolescent;

PR2.04 - describe strategies parents and youth workers can use to encourage healthful eating in children and adolescents (e.g., informing them of the nutritional value and effects of various foods);

IS1.01 - demonstrates an ability to follow the steps involved in a research investigation independently and in an organized manner;

IS2.02 - document sources of information accurately.

Prior Knowledge & Skills

Student should:

· be familiar with Canada’s Food Guide;

· have effective questioning techniques to interview a parent;

· be able to accurately record data from an interview with a parent;

· have a basic knowledge of computer skills;

· have critical thinking skills to interpret data from a food intake and nutritional requirements chart;

· have effective listening and note-taking skills;

· have effective verbal skills;

· have writing skills.

Planning Notes

The teacher should:

· copy or design own personal Daily Food Intake Chart (Appendix 4.1.1);

· complete and copy Nutritional Requirements of Children and Adolescents chart (Appendix 4.1.2);

· reserve time in the computer/resource lab for students to compute caloric and nutrient for food intake charts;

· develop notes on the importance of proper nutrition for growing children and adolescents;

· make students aware of issues related to safe preparation and storage of food;

· be aware of the potential that the issue of eating disorders may arise and be prepared to respond appropriately.

Teaching/Learning Strategies

1. Prior to the completion of this activity students complete a Daily Food Intake Chart (Appendix 4.1.1) for themselves and for a child. To complete the daily food intake for a child, students interview a parent who has a child, or contact a local daycare/homecare centre for a copy of a one-day menu. During the interview, students record strategies the parent uses to encourage healthful eating. The teacher reviews behaviour appropriate for conducting an interview.

2. Students use a food analysis computer program or a booklet of nutrient values of some common foods to determine the caloric and nutrient content of the foods they have eaten and those of the child. Students print these nutritional findings for use later in this activity.

3. The teacher conducts a Socratic lesson on the importance of proper nutrition for growing children and adolescents. This should include:

· overview/review of Canada’s Food Guide (purpose, food groups, number of servings/food group, why the range for number of servings in each food group);

· role of nutrition in growth development and student learning;

· importance of breakfast;

· components of a healthy breakfast, snack, school lunch and dinner.

4. The teacher distributes handout Nutritional Requirements of Children and Adolescents
(Appendix 4.1.2). Through a teacher-directed discussion, students identify, compare, and give reasons for the nutritional requirements of children and adolescents (e.g., age, gender, activity level, body size, individual variations and growth development).

5. Students compare their personal nutritional findings and those of the child to the Nutritional Requirements of Children and Adolescents. Students determine if these daily food intakes fulfil the nutritional requirements for the age group. Students note those areas that do not meet the requirements, as well as those areas that are above the requirements and make recommendations for improvement. Students share their findings.

6. Students read various Bible passages (e.g., Sirach 30:16; Sirach 37:26-29; Temperance: from the Catechism of the Catholic Church – the temperate person directs the sensitive appetites towards what is good and maintains a healthy discretion; Daniel 1:12-15) that deal with food and nutrition. They compare the message in the Bible readings to their daily food intake and the child’s daily food intake, to recognize the sacredness of life; that healthy eating is important to maintain one’s physical well-being (e.g., overeating, high calorie count, result is overweight; over-indulgence, non-nutritious snacks, result is lack of nutrients; not eating enough, low calorie count, lack of nutrients, low energy level).

7. Students analyse both their personal food intake and those of the child, for components of a healthy meal and snack. Students make recommendations for improvement for themselves and the child.

8. Using the findings from their interview, students suggest various strategies parents and youth workers could use to encourage healthful eating in children and adolescents. Examples of strategies could include: informing them of nutritional value and effects of various foods; child/adolescent input into choice and preparations of foods for meals and snacks; create a theme for a meal/snack; parent as a role model as is Jesus a role model to us.

9. Students design a menu for a healthy and appealing breakfast, lunch, dinner, and snack for a child and for an adolescent. Students hand in for teacher evaluation.

10. Students complete a test based on the importance of proper nutrition for growing children and adolescents.

11. Students enter a reflection in their journal that reflects an assessment of their own dietary intake and compares/contrasts it with the important role agencies (e.g., food banks, parish based ministries like St. Vincent de Paul) play in meeting the nutritional needs of the disadvantaged in their community.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Categories
Determine caloric and nutrient content of personal and a child’s daily food intake	Observation/ Conferencing	Diagnostic Formative	Knowledge/Understanding Thinking/Inquiry
Compare personal and a child’s food intake to nutritional requirements; make recommendations	Conferencing	Diagnostic Formative	Knowledge/Understanding Communication Thinking/Inquiry
Design menu for healthy meals and snacks	Rubric or Rating Scale	Summative	Knowledge/Understanding Thinking/Inquiry Application
Complete a test	Marking Scheme	Summative	Knowledge/Understanding Thinking/Inquiry Application

Resources

Associations/Organizations

Health Canada – Focus on Children – Six to Twelve Years

Dairy Farmers of Ontario – Food picture cards

Public Health Dietician – contact local health unit to obtain nutrition-related resources

Books

Brisbane, Holly E. The Developing Child, 8th ed. New York: Glencoe/McGraw Hill, 2000.
ISBN 0-02-642708-7

Brisbane, Holly E. The Developing Child, Teacher’s Wraparound Edition. New York: Glencoe/McGraw Hill, 1997. ISBN 0-02-647731-9

Catechism of the Catholic Church. Ottawa: Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8

Company’s Coming for Kids – Lunches Eat In – Take Out. Edmonton, Alberta: Company’s Coming Publishing Limited, 1998. ISBN 1-896891-36-5

Cowan, Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New Jerusalem Bible, Standard Edition. Toronto: Doubleday, 1998. ISBN 0-385-493-207

Dinkmeyer, Don Sr., et al. The Parent’s Handbook: Systematic Training for Effective Parenting. Circle Pines, Minnesota: American Guidance Service, 1997. ISBN 0679777989

Hildebrand, Verna. Parenting: Rewards and Responsibilities. New York: Glencoe/McGraw Hill, 2000. ISBN 0026473852

Kids Cook! Bag Lunches. Edmonton, Alberta: Company’s Coming Publishing Limited, 2000.
ISBN 1-896891-43-8

Kids Cook! Weekend Treats. Edmonton, Alberta: Company’s Coming Publishing Limited, 2000.
ISBN 1-896891-46-2

Kowtaluk, Helen and Alice Orphanos Kopan. Food for Today, 7th ed. New York: Glencoe/McGraw Hill, 2000. ISBN 0-02-643048-7 (Student Text)

Kowtaluk, Helen and Alice Orphanos Kopan. Food for Today, 7th ed. New York: Glencoe/McGraw Hill, 2000. ISBN 0-02-643049-5 (Teacher’s Wraparound Edition)

CD-ROMs

Canadian Diabetes Association. Food Smart Your Guide to Healthy Eating…(for Windows). North Vancouver, British Columbia: Sasquatch Software Corporation, 1996-1997. Key Code 1063700905. One component of this computer program is to complete a caloric and nutrient analysis of an individual’s food intake.

FoodFocus Nutritional Analysis Software version 4.3. Winnipeg: FoodFocus, 1999.
(e-mail – vprowse@foodfocus.com)

Human Resources

Hospital Dietician

Public Health Nurse

Nutritionist

Daycare Dietician/Nutritionist

Periodicals/Articles

Ziwica, Kristine. “Smart Foods.” Parenting (Special Edition Fall 1999): 91

Websites

Calgary Health Region – www.crha-health.ab.ca/hlthconn/items/dris.htm

Health Canada – www.hc-sc.gc.ca/ (variety of information on Canada’s Food Guide, nutrition and nutrients; an example is “Canada’s Food Guide to Healthy Eating – Focus on Children 6-12 years”)

National Institute of Nutrition – www.nin.ca/ (links to many other Canadian nutrition sites)

The Canadian Dietetic Association – www.dietitians.ca/ (includes dietary assessment)

Appendix 4.1.1

Daily Food Intake Chart

Meals	Foods	Amount Eaten
Breakfast
Snack
Lunch
Snack
Dinner
Snack

Appendix 4.1.2

Nutritional Requirements of Children and Adolescents

Part I – Canada’s Food Guide

	Grain Products	Vegetables and Fruits	Milk Products	Meat and Alternatives
Children 4-9 years of age	5-12 servings per day	5-10 servings per day	2-3 servings per day	2-3 servings per day
Youth 10-16 years of age	5-12 servings per day	5-10 servings per day	3-4 servings per day	2-3 servings per day

Note: The amount of food needed each day from the 4 food groups depends on one’s age, body size, activity level, and gender.

Part II – Caloric and Nutrient Requirements

Calories

Age	Female	Male
4-6 years of age	1700 calories	1700 calories
7-10 years of age	2400 calories	2400 calories
11-14 years of age	2200 calories	2700 calories
15-18 years of age	2100 calories	2800 calories

Nutrient Requirements

Age/Gender	Vitamin C	Vitamin A	Calcium
4-6 years of age (male and female)	25 mg/d	400 mg/d	800 mg/d
Female 9-13 years of age	45 mg/d	600 mg/d	1300 mg/d
Female 14-18 years of age	65 mg/d	700 mg/d	1300 mg/d
Male 9-13 years of age	45 mg/d	600 mg/d	1300 mg/d
Male 14-18 years of age	75 mg/d	900 mg/d	1300 mg/d

Age/Gender	Thiamine	Riboflavin	Niacin	Iron
4-6 years of age (male and female)	0.6 mg/d	0.6 mg/d	8 mg/d	10 mg/d
Female 9-13 years of age	0.9 mg/d	0.9 mg/d	12 mg/d	8 mg/d
Female 14-18 years of age	1.0 mg/d	1.3 mg/d	14 mg/d	15 mg/d
Male 9-13 years of age	0.9 mg/d	0.9 mg/d	12 mg/d	8 mg/d
Male 14-18 years of age	1.2 mg/d	1.0 mg/d	16 mg/d	11 mg/d

Note: information obtained from the Calgary Health Region website – see Resources

Note: students could be made aware that many of these nutrients are critical to fetal development.

Activity 4.2: Age-Appropriate Behaviour

Time: 6 hours

Description

Through a brainstorming discussion, students familiarize themselves with behaviour appropriate for children and adolescents that is based on social and cultural expectations. Students observe a child or children in a real-life setting (e.g., schoolyard, after school program, recreation centre, park, Sunday school program, arena, mall). With the assistance of the teacher, students analyse their observations to determine whether observed behaviours are age-appropriate or not. Through observation, students become aware of strategies that caregivers use to encourage appropriate behaviour in a variety of practical settings. Students demonstrate respect for self and the dignity and welfare of others through their observations and group discussions. By completing this activity, students are able to make observations about age-appropriate behaviour in real-life settings.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

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

CGE7g - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Personal and Social Responsibilities, Research and Inquiry Skills

Overall Expectations

PRV.03 - demonstrate an understanding of strategies that encourage age-appropriate behaviour;

ISV.01 - use appropriate social science research methods in the investigation of issues in human development and parenting of children of all ages;

ISV.02 - compile relevant information and statistics related to their investigations;

ISV.03 - communicates the results of their inquiries effectively.

Specific Expectations

PR3.01 - demonstrate an understanding, on the basis of observations made in real-life settings, of social and cultural expectations for age-appropriate behaviour in school-age children and adolescents
(e.g., children are expected to be polite and helpful; adolescents are expected to take on more responsibility, work part-time, complete their studies);

PR3.02 - identify characteristics of appropriate behaviour within and outside of families (e.g., regressive behaviour can be acceptable at home but not in public);

PR3.03 - explain strategies for encouraging and reinforcing appropriate behaviour in a variety of situations (e.g., modelling, stating expectations, rewarding/awarding) and use these strategies appropriately in practical settings;

IS1.02 - use social science research methodologies appropriately and ethically (e.g., surveys, interviews, observations, participatory observation);

IS2.01 - use techniques for recording information and key ideas from research appropriately and effectively;

IS2.03 - prepare clear, well-organized, and thorough reports on interactions with and observations of children in various settings;

IS2.04 - compile and effectively communicate information gathered through research in a variety of ways including written reports, seminar, poster, or multimedia presentations, and cooperative group presentations.

Prior Knowledge & Skills

Students should:

· have knowledge of brainstorming;

· have decision making skills;

· have observation skills and techniques to be able to accurately record data;

· have effective listening and note-taking skills;

· have effective verbal skills;

· have writing skills;

Planning Notes

The teacher should:

· prepare notes on observation skills from available resources;

· copy Observation Assignment and Chart (Appendix 4.2.1);

· create a list of appropriate observation locations.

Note: As this activity involves student observation of the behaviour of children in a variety of settings, care must be taken to ensure that the children being observed are protected. Board and school protocols must be observed. Contact with and permission from those responsible for the children will be necessary and arrangements to inform parents of the nature of the observation and provide an opportunity for them to be excluded. Recorded observations must be anonymous and avoid comments that might lead to identification of specific children. It is not recommended that students observe children outside of arrangements made within or between schools and child care facilities.

Teaching/Learning Strategies

1. The teacher leads a brainstorming discussion on age-appropriate behaviour for children and adolescents based on social and cultural expectations (e.g., in some societies, children are expected to be seen and not heard; older children are usually expected to behave better than younger ones; what is acceptable at home may not be acceptable in public).

2. The teacher introduces/reviews observation techniques and reminds students to consider their personal safety in specific observation locations. Note: Observation skills may have been taught earlier in the course depending on previous activities. The teacher may make reference to texts such as, Child Care Professional or The Developing Child and the accompanying handbook on observation skills, Observing and Participating with Children. Students are also reminded to observe the following guidelines when observing children:

· check in with administrator or the teacher in charge;

· most centres prefer that observing be done while participating with the children and their activities; check with the person in charge; try to blend in and not be obtrusive, without introducing new activities, etc.;

· do not talk about the children observed with others;

· remember you are a guest; the facility you visit has generously allowed you to visit; be on your best behaviour;

· study the assignment guidelines before going to observe so you know exactly what you are looking for;

· demonstrate respect for the dignity and welfare of others, to act morally and legally as a person formed in Catholic traditions.

3. The teacher leads discussion on the importance of observation skills when working with children, where and when observation techniques would be important in the workplace.

4. The teacher reviews Observation Assignment and Chart (Appendix 4.2.1) with students, giving examples of the types of information that should be recorded.

5. Students select from three age brackets: 5-8, 9-12, and 13+ years old. The teacher ensures an equal distribution across all three age brackets.

6. The teacher describes or assigns appropriate observation locations (e.g., school yard, after school programs, recreation centres, parks, church programs, arenas, malls, etc.)

7. Students record observations.

8. When observations are complete, the teacher assists students in completing the Observation Assignment and Chart (Appendix 4.2.1) by using several of the students’ observations as examples for discussion. This enables students to understand whether or not the observed behaviours were age-appropriate and why or why not. Students complete the Observation Chart while the teacher circulates and assists. Hand in for evaluation (Appendix 4.2.3).

9. In groups, students select one situation from among their observations and write a paragraph about what strategies could have been used to further encourage age-appropriate behaviour in that particular setting. Hand in for teacher evaluation.

10. Students enter a reflection in their journal on their own ability to behave in an age-appropriate manner.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Categories
Complete observation of child/children in a real-life setting	Checklist	Formative	Knowledge/Understanding
Complete observation chart	Rubric	Summative	Communication Application
Written paragraph on strategies to encourage age-appropriate behaviour	Rubric	Summative	Communication Application

Accommodations

· A peer tutor is offered to students who need extra help.

· For special needs students, develop a script for a social skill (e.g., introducing yourself, following directions, joining a conversation, offering to help, asking for clear directions, interrupting a conversation) that he/she can use in a social situation. The script can be presented in writing or role-playing.

· Students with limited mobility could review videotapes that show children in different settings.

· Students with visual processing challenges could work with a partner.

· Modify Observation and Assignment Chart (Appendix 4.2.1) to a checklist format where needed (e.g., speech: loud, soft, abrasive, directive, corrective, “put downs;” body language: withdrawn, passive, cooperative, angry, aggressive; facial expression: happy, sad, angry, defiant, excited, disappointed).

Resources

Books

Bennet, Holly and Teresa Pitman. Steps and Stages from 6 to 8: The Early School Years. Toronto: Key Porter Books, 1998. ISBN 1550139746 (Paperback)

Brisbane, Holly E. The Developing Child, 7th ed. New York: Glencoe/McGraw Hill, 1997.
ISBN 0-02-647730-0

Brisbane, Holly E. The Developing Child, Teacher’s Wraparound Edition. Glencoe/McGraw Hill, 1997. ISBN 0-02-647731-9

Dinkmeyer, Don Sr., et al. The Parent’s Handbook: Systematic Training for Effective Parenting. Circle Pines, Minnesota: American Guidance Service, 1997. ISBN 0679777989

Glencoe/McGraw Hill. Observing and Participation With Children. New York: Glencoe/McGraw Hill, 1997. ISBN 0026477343

Herr, Judy. Working With Young Children. Toronto: Irwin Publishing Company, 1998.
ISBN 1-56637-3905

Herr, Judy. Working with Children: Observation Guide. Toronto: Irwin Publishing 1998.
ISBN 1-56637-3891

Herr, Judy. Working With Young Children. The teacher’s Resource Guide. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc., 1998. ISBN 1-56637-390-5

Hildebrand, Verna. Parenting: Rewards and Responsibilities. New York: Glencoe/McGraw Hill, 2000. ISBN 0026473852

Marrocco, Nancy. Homemade Christians: A Guide For Parents of Young Children. Ottawa: Saint Paul University, 1992.

Martin, Sue. Take a Look: Observation and Portfolio Assessment in Early Childhood, 2nd ed. Don Mills, Ontario: Addison-Wesley, Longman, Ltd., 1999. ISBN 0-201-39602-5

McKay, Gary D., et al. Raising Responsible Kids in a Rude World: Teaching Your Children the Power of Mutual Respect and Consideration. California: Prima Publishing, 2001. ISBN 0-7615-2811-3

Periodicals/Articles

Developmental Stages, Theories of (Kolberg)
– www.dindarticles.com/cfdls/g2699/0000/2699000096/pl/article.jhtml

Videos

Responsible Kids in School and At Home. 4201 Woodland Road, Circle Pines, Minnesota, American Guidance Services, 1998. #AC18040 (set of six videos)

Appendix 4.2.1

Observation Assignment and Chart

Name __________________________________ Due Date _______________________________

Instructions

Students are to observe a child or children in a real-life setting (e.g., school yard, after school program, recreation centre, park, Sunday school program, arena, mall) for 1-2 hours in order to record observations about behaviour. Students may use the chart to record information directly or make notes and fill in the chart later. The first column of the chart must be completed prior to a discussion in class on behaviours typical of children within the age groups to be observed. A sample has been completed for the student in order to assist in recording observations. Students should fully record 8-10 observed behaviours.

Brief Description of Setting

(Include: location, time of day, approximate number of children, whether children are supervised/ unsupervised and any other pertinent details)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Record of Observations and Analysis

Observations (include: interaction with others, facial expressions, tone of voice, use of language, body language, what is going on)	Evaluation of Behaviour (is behaviour age-typical, why/why not)	Strategies Used by Caregivers to Encourage and Reinforce Age-Appropriate Behaviour
Sample: A young girl of approximately eight years old is observed sitting on a swing and sucking her thumb. Her mother is standing nearby and does not appear to comment on behaviour.	“Some four, five, and six year-olds continue to suck their thumb. Like younger children, they use thumb sucking as a self-comforting technique.” (Brisbane, 1997).	During the observation it appeared that the mother did not comment on the inappropriateness of the behaviour. Perhaps they could work out some signal that the mother could use to remind the girl not to suck her thumb. Using a signal would prevent the embarrassment of telling her out loud in a public setting to stop sucking her thumb.

Appendix 4.2.2

Checklist for Observation Chart

Prior to class discussion on observations (Teaching/Learning Strategies 7) the Observation Chart is assessed using the following checklist. Students, who receive an incomplete, may be required to make additional observations to complete assignment preferably before class discussion.
Note: This checklist is to be used for formative assessment purposes.

Name: __________________________________

Criteria	Complete (C) or Incomplete (I)
Setting described
8-10 different behaviours observed
Adequate description of each behaviour included
Comments:

Appendix 4.2.3

Rubric to Evaluate Observation Chart

Note: This rubric is intended to be used for summative evaluation purposes.

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - understands age-appropriate behaviour PRV.03	- limited awareness of age-appropriate behaviour	- some understanding of age-appropriate behaviour	- considerable understanding of age-appropriate behaviour	- thorough understanding of age-appropriate behaviour
Communication - explains observed behaviour PR3.01	- describes observed behaviour with limited effectiveness	- describes observed behaviour with some effectiveness	- describes observed behaviour with considerable effectiveness	- thorough description of observed behaviour
Application - applies strategies for encouraging and reinforcing appropriate behaviour in observed settings PRV.03, PR3.03	- limited application of strategies for encouraging and reinforcing appropriate behaviour in observed settings	- some application of strategies for encouraging and reinforcing appropriate behaviour in observed settings	- considerable application of strategies for encouraging and reinforcing appropriate behaviour in observed settings	- thorough application of strategies for encouraging and reinforcing appropriate behaviour in observed settings

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

Activity 4.3: Role of Communication

Time: 6 hours

Description

Students identify the role communication plays in family interaction through a mind mapping activity. They demonstrate an understanding of the role of communication by observing and examining a family portrayed in the media (film, television). Students examine a crisis within the family. They determine the role communication plays in resolving this crisis. Students also examine gender differences in communication patterns in light of gospel values.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

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

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

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.04 - evaluate family-management techniques that promote self-discipline in children and adolescents.

Specific Expectations

PR4.01 - demonstrate an understanding of the role of communication in family interaction;

PR4.02 - describe gender differences in communication patterns (e.g., as noted by Deborah Tannen, communications by males are more fact-based and less descriptive; those by females indicate an awareness of “metamessages” and are more descriptive).

Prior Knowledge & Skills

Student should:

· have knowledge of brainstorming and mind-mapping as learning strategies;

· have knowledge of components of effective communication;

· have critical thinking skills;

· have effective listening and note-taking skills;

· have effective verbal skills;

· have writing skills.

Planning Notes

The teacher should:

· develop notes/overhead on basic components of effective communication;

· review mind-mapping;

· copy Communication Work Sheet (Appendix 4.3.1);

· arrange for a guest speaker;

· acquire an appropriate movie (see suggestions below);

· book a VCR to watch the movie;

· develop handout on gender differences in communication.

Teaching/Learning Strategies

1. Students complete a variety of communication activities. Possible communication activities could include:

· broken telephone;

· one-way/two-way communication;

· positive/negative feedback;

· radio playing loud while student tries to communicate to another student;

· two students talking to the class at the same time with different messages;

· put on an angry face then tell a story to a classmate;

· stand back to back and carry on a conversation without looking at each other;

· one student stands while the other sits;

· one student does homework while the other tries to tell them something important.

2. The teacher delivers a Socratic lesson/review on communication using the communication activities as a basis for the lesson/review. The lesson should include:

· parts of communication;

· effective communication;

· barriers to communication.

3. The teacher invites a guest speaker (e.g., early childhood educator (ECE) or primary school teacher) to give practical examples of effective communication with children including possible barriers to communication.

4. Through brainstorming, students develop a mind map on the role communication plays in family interaction. Students should be reminded of the special challenges faced by students with disabilities that may affect their ability to communicate.

5. The teacher distributes work sheet (Appendix 4.3.1 – Communication Work Sheet) to be completed during the viewing of a movie that examines the significant contribution of communication in families. Suggestions include: Stepmom, Parenthood, Life as a House, Ordinary People. Students analyse the role that communication plays in family interaction in the movie.

6. When work sheet is complete, the teacher initiates discussion on whether the situation would have been handled differently if the parties involved had been of the opposite gender. The teacher distributes handouts on gender differences in communication to aid in discussion. Students listen actively and critically to understand and learn in light of gospel values (e.g., respecting opinions of others, treating others with dignity, encouraging participation of all students).

7. Students self-assess by completing the Task Specific Rubric for Communication Worksheet (Appendix 4.3.2).

8. Students enter a reflection in their journal about their ability to communicate with specific members of their family both verbally and non-verbally.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Categories
Analyse movie for communication	Task Specific Rubric for Communication	formative	Knowledge/Understanding Application

Accommodations

· For special needs student, draw or cut out magazine pictures showing facial expressions. Students write appropriate captions that explain what the expressions communicate.

· For special needs student, discuss topics (e.g., my favourite sport to play, a great place to take a vacation, a movie I would recommend to my friends, what to do at your next birthday party, animals that make good pets) with two or three other classmates. Each person in the group must listen to each other and summarize each other’s ideas about the various topics. Students check accuracy of their summary. Students answer the following questions: was it hard to remember what each person said? Was it difficult to listen when you knew you were responsible for remembering?

· Hearing impaired students may require a closed-captioned version of the selected movie or, may read a book on a similar topic (many films are based on existing books).

· Gifted students may research a person in history known as a great communicator and report on what made the person an effective communicator and what impact he/she made on others in society.

Resources

Books

Boyden, Jo. Families: Celebration and Hope in a World of Change. London: UNESCO, 2000.
ISBN 1-85675041-8

Dinkmeyer, Don Sr., et al. The Parent’s Handbook: Systematic Training for Effective Parenting. Circle Pines, Minnesota: American Guidance Service, 1997. ISBN 0679777989

Herr, Judy. Working With Young Children. The teacher’s Resource Guide. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc., 1998. ISBN 1-56637-390-5

Langlois, Christine. Understanding Your Teen Ages 13 to 19. Toronto: Canadian Living Telemedia Communications Inc., 1999. ISBN 0345398807

Marsh, Peter, ed. Eye to Eye, How People Interact. Topsfield Massachusetts: Salem House Publishers, 1988. ISBN 0-88162-371-7

Journals

Journal of Family Communication. Norfolk, VA.: Old Dominion University Press, 2001,
Volume 1 and 2.

Balla, Marion. “Communication: The Road to Connection in Families.” Transition Magazine, June 1988, Volume 28, #2.

Websites

www.georgetown.edu/faculty/tannend/ – website reviews and discusses work of Deborah Tannen on gender differences in communication.

http://twist.lib.uiowa.edu/genroles/syllabus.html – examines gender roles in communication.

Vatican website – www.vatican.va

Ministry of Education – www.edu.gov.on.ca/ (philosophy of the Junior and Senior Kindergarten programs)

Audio/Video

Body Language: An Introduction to Non-Verbal Communication. Learning Seed. McIntyre Media Limited. 1994. #200037-61Z1

Gender Communication. “She talks, He talks.” Illinois: The Learning Seed, 1994. 22 min.

Parenthood. Imagine Entertainment, 70 Universal City Plaza, Universal City, CA 91608. 1989.

Men, Women, and the Sex Difference: Boys and Girls are Different. Films for the Humanities and Sciences, P.O. Box 2053, Princeton, NJ, 08543-2053, USA. Catalogue number FJA6239.

Reading People: The Unwritten Language of the Body. Learning Seed. McIntyre Media Limited, 1997. #200091-61Z1

Stepmom. Columbia Pictures Industries Inc., 10202 W. Washington Blvd., Culver City, California, 1998. 90232-3195.

The Art of Listening. Learning Seed. McIntyre Media Limited, 2000. #158

Valuing Diversity: Multicultural Communication. Learning Seed. McIntyre Media Limited. 1997. #200051-61Z1

Appendix 4.3.1

Communication Worksheet

Answer the following questions based on the communication of people observed in the video/movie viewed in class.

1. Are there some characters in the film that communicate well? Who are they? Why are there no barriers there? What aspects of effective communication do they use?

2. Which characters in the film do not communicate well? What are the barriers to communication between these characters? What may have caused these barriers?

3. What are some events/occurrences that eventually break down these barriers to communication?

4. Do some of the characters have to change some of their attitudes or ideas before the communication barriers break down? Explain.

5. Is the situation fully resolved by the end of the film or do some characters refuse to bend/change? Explain.

6. Might the situation have been resolved in a different way if the characters had been of the opposite gender? If so, describe how by referring to class discussion and/or handouts on gender differences in communication.

Appendix 4.3.2

Rubric for Assessing Communication Worksheet

Note: This rubric is intended to be used for summative evaluation purposes.

Category/Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding - understands the role of communication in family interaction PRV.04, PR4.01	- passable description of effective communication used in the film	- acceptable description of effective communication used in the film	- competent description of effective communication used in the film	- outstanding description of effective communication used in the film
Application - applies understanding of gender differences in communication PR4.02	- limited awareness of gender differences in communication	- some awareness of gender differences in communication	- considerable awareness of gender differences in communication	- thorough awareness of gender differences in communication

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

Activity 4.4: Managing Conflict

Time: 4 hours

Description

In scripture, James (1:19-27) states “…everyone should be quick to hear, slow to speak, slow to wrath…” Many individuals fail to follow this. Instead, they allow the conflict to control the situation. Through the use of scripture readings and a Socratic lesson, students identify methods/techniques to manage conflict. They recognize the role self-discipline and respect for self and others play in managing conflict between family members. Students demonstrate their understanding through the application of these techniques in a role-playing activity.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

CGE7c - seeks and grants forgiveness.

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.04 - evaluate family management techniques that promote self-discipline in children and adolescents.

Specific Expectations

PR4.03 - describe techniques for managing family conflict and sibling rivalry (e.g., family meetings, mediation, negotiation).

Prior Knowledge & Skills

Students should:

· have effective listening and note-taking skills;

· have effective verbal skills;

· be able to role-play;

· have writing skills.

Planning Notes

The teacher should:

· gather and copy Bible passages for distribution to students;

· develop notes for Socratic lesson on managing conflict;

· develop case studies dealing with conflict;

· invite a guest speaker from the community, church, or school (e.g. school administrator, guidance counsellor) who is a conflict management expert.

Teaching/Learning Strategies

1. The teacher distributes various passages from the Bible dealing with conflict. (e.g.,1 Kings 3:16-28; Matthew 5:23-25; James 1:19-27; Ephesians 6:1-4; Luke 17:1-4; Luke 2:49-52; Luke 6:36-38) for students to read.

2. Students identify and discuss the methods used to resolve the conflict.

3. The teacher conducts a Socratic lesson on techniques (e.g. family meetings, mediation, negotiation, parent intervention, ignoring the conflict) for managing conflict to include:

· definition/description of the technique;

· promotion of self-discipline;

· infusion of respect for self and others.

4. Class reviews the Bible readings for indications of respect for self and others, and encouragement for self-discipline.

5. The teacher supplies case studies involving conflict. Case studies should include examples that demonstrate a variety of cultures as well as conflicts.

6. In small groups, students pick a case study. Through role-play, the group demonstrates one of the techniques for managing conflict to resolve the case study conflict while respecting the dignity and welfare of others.

7. Groups present role-play to the class and a guest speaker (from the community, church, or school who is a conflict management expert) who will critique student-generated resolutions and facilitate discussion.

8. Students enter a reflection in their journal that discusses how incorporating confession into their lives might assist them in resolving conflict in their own life.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Categories
Identify and discuss methods used to resolve conflict	Teacher Observation	Diagnostic Formative	Knowledge/Understanding Thinking/Inquiry Communication
Demonstrate conflict technique (case study analysis and role playing)	Rating Scale or Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application

Resources

Books

Bodenham, Gregory. Back in Control: How to get Your Children to Behave. New York: Simon and Schuster, 1992. ISBN 0-13-056870-8

Brisbane, Holly E. The Developing Child, 8th ed. New York: Glencoe/McGraw Hill, 1997.
ISBN 0-02-642708-7

Brisbane, Holly E. The Developing Child, Teacher’s Wraparound Edition. Glencoe/McGraw Hill, 1997. ISBN 0-02-647731-9

Degler, Teri and Yvonne Kason. Love, Limits and Consequences: Practical Approach to Kids and Discipline. Toronto: Summerhill Publisher Limited, 1990. ISBN 0-929091-12-4

Cowan, Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New Jerusalem Bible, Standard Edition. Toronto:Doubleday, 1998. ISBN 0-385-493-207

Herr, Judy. Working with Children: Observation Guide. Toronto: Irwin Publishing 1998.
ISBN 1-56637-3891

Herr, Judy. Working With Young Children. The Teacher’s Resource Guide. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc., 1998. ISBN 1-56637-390-5

Sasse, Connie R. Families Today, 3rd ed. New York: Glencoe/McGraw-Hill, 2000. ISBN 0-02-643279-1 (Student Edition)

Sasse, Connie R. Families Today, 3rd ed. New York: Glencoe/McGraw-Hill, 2000. ISBN 0-02-643279-X (Teacher’s Wraparound Edition)

Hildebrand, Verna. Parenting: Rewards and Responsibilities. New York: Glencoe/McGraw Hill, 2000. ISBN 0026473852

Human Resources

Catholic Family Services Representative

School Youth or Social Worker

School Administrator

Periodicals/Articles

Helping Children Respect and Appreciate Diversity (Resource Sheet #35)
– www.cfc~efc.ca/dpcs/cccf/re035_en.htm

Video

Disciplining Kids: Without Screaming or Scolding. Illinois: The Learning Seed, 1996. 20 min.

Responsible Kids in School and At Home. 4201 Woodland Road, Circle Pines, Minnesota, American Guidance Services, 1998. #AC18040 (set of six videos)

Websites

Canadian Council on Social Development – www.ccsc.ca

The Bible Gateway – www.gospelcom.net/bible

Links for Thinking Christians – http://leonard.acu.edu.au/~ajl404/chlinks.htm

Parent-Child relationships – http://www.hc-sc.gc.ca/hppb/familyviolence/parepar.pdf

The Aboriginal Youth Network – www.ayn.ca

Vatican website – www.vatican.va

Activity 4.5: Encouraging Self-discipline

Time: 4 hours

Description

Self-discipline is being able to control one’s own behaviour. It is accepting accountability for one’s own actions. In groups, students explore, discuss, and compare different experts’ theories on the development of self-discipline in children while respecting the rights and contributions of others. Conclusions are drawn through group discussion.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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

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

CGE7b - accepts accountability for one’s own actions.

Strand(s): Personal and Social Responsibilities

Overall Expectations

PRV.04 - evaluate family-management techniques that promote self-discipline in children and adolescents.

Specific Expectations

PR4.04 - describe techniques for enabling and empowering children and adolescents through the development of self-discipline (e.g., self-control, setting personal limits, self-talk, anticipating and accepting consequences, taking responsibility).

Prior Knowledge & Skills

Students should:

· have critical thinking skills;

· have collaborative/cooperative group skills;

· have effective verbal skills;

· have presentation skills;

· have writing skills.

Planning Notes

The teacher should:

· gather books and videos of various child development experts;

· develop summary/précis about various child development experts to be distributed to students;

· copy checklist (or develop own assessment tool) for assessment of presentations.

Teaching/Learning Strategies

1. The teacher:

· defines self-discipline (e.g., “the ability to control one’s own behaviour” (Brisbane, 1997); careful control and training of oneself) and contrasts this with discipline (e.g., methods or rules for controlling conduct) and punishment;

· further explains that encouraging self-discipline does not mean that children are able to discipline themselves, rather it means that they need to be disciplined in a manner that fosters behaviour that is not always parent controlled so that children will behave properly even in the absence of adults;

· discusses the fact that some children may have difficulty with self-discipline and anger management (e.g., a learning disability);

· defines self-esteem and explains its relationship to self-discipline;

· outlines the concept that different theorists/child development experts promote different approaches to developing self-discipline. All discipline and behaviour modification has as its goal, self-discipline, particularly as children begin to explore and experience the world on their own.

2. In groups, students examine different experts’ theories on self-discipline using the Presentation Checklist (Appendix 4.5.1). Each member of the group is encouraged to participate while respecting the contributions of others.

3. The teacher provides each group with a summary/précis and/or video clip of a particular theorist/child development expert. These experts deal with various parenting techniques (e.g., logical consequences, 1,2,3 method, S.T.E.P., active listening, time ins/outs, setting clear expectations/limits, advance planning with child input, who owns the problem? positive language/encouraging statements, ignoring unimportant behaviours, one request/problem at a time, proper use of body language and voice tone, discipline/limit setting). These could include Barbara Coloroso, Montessori, Thomas Gordon, Thomas Phelan, and may include philosophies from traditional Aboriginal groups as well as other cultures (e.g., Inuit culture – where self-discipline arises out of the desire to not bring shame upon the family or the community). In addition this activity could include the behaviour guidelines/discipline philosophies from local daycares/preschool/Junior and Senior Kindergarten programs.

4. Each group formulates a written opinion regarding their assigned expert to include:

· expert’s philosophy on discipline and self-discipline;

· brief explanation of the philosophy (e.g., how it encourages: the development of self-discipline and self-control; the setting of personal limits; self-talk; acceptance of one’s own actions and the development of respect for family members);

· group’s opinion;

· justification of group’s opinion.

5. Before presenting their opinion to the class, the group completes the Presentation Checklist (Appendix 4.5.1).

6. Each group presents their opinion of their assigned expert to the class.

7. Class discusses basic philosophies of different methods of encouraging self-discipline.

8. Students enter a reflection in their journal, which discusses how they have been disciplined or how they would discipline their future children. Hand in for teacher evaluation.

Assessment & Evaluation of Student Achievement

Task	Tool	Purpose	Achievement Chart Categories
Develop notes for presentation	Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication
Complete reflection journal	Rubric	Summative	Communication Application

Resources

Books

Bergmann, Carolyn. Are You Losing Control? The Common Sense Guide to Parenting Teens. North Delta, B.C.: Crackling Communications, 2000. ISBN 0968629709

Bodenham, Gregory. Back in Control: How to get Your Children to Behave. New York: Simon and Schuster, 1992. ISBN 0-13-056870-8

Brisbane, Holly E. The Developing Child, 8th ed. New York: Glencoe/McGraw Hill, 1997.
ISBN 0-02-642708-7

Gordon, Thomas. Discipline That Works: Promoting Self-Discipline in Children. New York: Plume Publishing, 1991. ISBN 0452266432

Degler, Teri and Yvonne Kason. Love, Limits and Consequences: Practical Approach to Kids and Discipline. Toronto: Summerhill Publisher Limited, 1990. ISBN 0-929091-12-4

Dinkmeyer, Don Sr., et al. Parenting Young Children: Systematic Training for Effective Parenting (STEP) of Children Under Six. Circle Pines, Minnesota: American Guidance Service, 1997.
ISBN 0679777970

Dinkmeyer, Don Sr., et al. The Parent’s Handbook: Systematic Training for Effective Parenting. Circle Pines, Minnesota: American Guidance Service, 1997. ISBN 0679777989

Hildebrand, Verna. Parenting Rewards and Responsibilities, 6th ed. Peoria, Illinois: Glencoe McGraw-Hill, 2000. ISBN 0-02-647385-2

Langlois, Christine. Understanding Your Teen Ages 13 to 19. Toronto: Canadian Living Telemedia Communications Inc., 1999. ISBN 0345398807

Ontario College of Catholic Bishops. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. 0-13-848763-4

Phelan, Thomas. 1-2-3 Magic: Effective Discipline for Children 2-12. Child Management, 1996.
ISBN 0963386190

Coloroso, Barbara. Kids Are Worth It! Giving Your Child the Gift of Inner Discipline. Toronto: Somerville House Publishing, 1994. ISBN 0-921051-74-3HC

McKay, Gary D., et al. Raising Responsible Kids in a Rude World: Teaching Your Children the Power of Mutual Respect and Consideration. California: Prima Publishing, 2001. ISBN 0-7615-2811-3

Websites

– http://www.ccma.ca/ccma/aboutmon.htm
website that outlines philosophy and history of Montessori education.

– http://www.cyberparent.com/books/123magicphelan.longbook.htm
review and summary of book by Thomas Phelan

Periodicals/Articles

Understanding Children’s Behaviour: The Key to Effective Guidance
– www.cfc~efc.ca/docs/cdccf/00009_en.htm

Video/Audio

Coloroso, Barbara. Winning at Parenting… Without Beating Your Kids. Littleton, Colorado: Pannonia International Film, 1989. Available through Kids Are Worth It! Post Office Box 621108, Littleton, Colorado, 80162 USA. Phone 1-800-729-1588

Raising Responsible Children. Fort Erie: Houghton Mifflin Co., Sunburst Division, 2000. 47 min.

Appendix 4.5.1

Presentation Checklist

Note: This checklist is intended for formative assessment purposes.

Checklist	Complete	Incomplete
Statement of assigned expert’s philosophy (What does he/she believe to be an effective method of encouraging self-discipline?)
Brief summary of assigned expert’s philosophy includes the development of self-esteem
Brief summary of assigned expert’s philosophy includes encouraging the development of self-discipline, self-control
Brief summary of assigned expert’s philosophy includes encouraging acceptance of one’s own actions, anticipating and accepting consequences
Brief summary of assigned expert’s philosophy includes the development of respect for family members
Inclusion of personal opinion on assigned expert’s philosophy (Do you agree/disagree with this expert?)
Opinion on assigned expert is fully justified (Why do you agree/disagree with this expert?)
Comments:

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