Course Profile Learning Strategies 1: Skills for Success in Secondary School, Grade 9 open, Public

Unit 4: Focusing my Learning for the Future

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 21 hours

Unit Developer(s)

Ted Blackbourn, Peel District School Board

Ron Petker, Waterloo Region District School Board

Shirley Kellestine, Peel District School Board

Anne Clifton, Halton District School Board

Development Date: July 1999

Unit Description

Students identify future goals and develop an action plan, outlining the necessary skills and knowledge required for achievement. Students gain understanding of the types of secondary school courses and the destinations for which they are appropriate. They identify and investigate resources that need to be accessed in view of their current achievement. Students continue to refine their learning skills and strategies and the communication skills necessary to access information and assistance as they pursue their goals.

Strand(s) and Expectations

Strands: Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge and Management Skills

Overall Expectations: LSV.03X, LSV.04X, IKV.04X, IKV.02X, IKV.03X, PKV.05X.

Specific Expectations: LS1.04X, LS2.02X, LS2.06X, LS2.07X, LS3.01X, LS3.02X, LS3.04X, LS3.06X, LS3.07X, IK1.04X, 1K2.01X, IK2.03X, IK2.05X, PK3.03X, PK3.05X.

Activity Titles

Activity 1	What is meaningful work and what is a good education?	210 minutes
Activity 2	What is the relationship between work and education?	210 minutes
Activity 3	How can I use my personal profile to help me set goals and create action plans?	280 minutes
Activity 4	What are the stages and phases of life-long learning?	280 minutes
Activity 5	How can I create a research plan that will help me reach my goals?	280 minutes

Unit Planning Notes

Students become familiar with the educational pathways of other members of their community. Using this perspective, students reflect on their own education decision making and planning. The community used for research in this unit may be simulated or real, local, or provincial.

Prior Knowledge Required

· Inquiry/research process

· Interviewing, teamwork skills

Teaching/Learning Strategies

Discussion, co-operative groups, brainstorming, interviewing, community-based learning, Internet search, student inquiry

Assessment /Evaluation

Tool	Purpose	Who	Activity
checklist	formative	teacher	1. interviewing
constructed response	formative	teacher	1. reflection
checklist	formative	teacher	1. research
rubric	formative	teacher	1. personal inquiry
rubric	formative	teacher	2. accessing/communicating information
constructed response	formative	teacher	2. problem solving
rubric	formative	teacher	2. research process
checklist	formative	teacher	2. listening/group skills
rubric	summative	teacher	3. research (occupational)
rubric	formative	teacher	3. accessing information
constructed response	formative	teacher	3. education/career planning
constructed response/observation	formative	teacher	4. occupational research/goal setting/personal brochure/tracking progress
constructed response	summative	teacher	5. personal research plan
rubric	summative	teacher	5. presentation
constructed response	formative	teacher	5. time management

Resources

Barry, Bill and Susan Wright. The Be Real Game. St. Joseph, N.B.: National Life/Work Centre, 1999.

The Bridges Initiative, Inc. Career Explorer. Ontario Ministry of Education and Training, Licensee, 1999.

Choices. Careerware, Information Systems Management, 1998.

Halton District School Board. Information Technology Standards. Burlington: Halton District School Board, 1998.

Mazemaster. Human Resources Development Canada.

www.mazemaster.on.ca

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-07-552864-9

Ontario Ministry of Education. Career Gateway.

http://www.edu.on.ca/eng/career/explore.html

Activity 1: What is meaningful work and what is a good education?

Time: 210 minutes

Description

Students work through stages of a research process to explore the broad definition of meaningful work and examine the relationship between work, success, and education. Students interview a broad range of community members to determine the range of opinion on the amount and type of education needed to succeed in today’s workplace.

Strand(s) and Expectations:

Strand(s): Learning Skills, Interpersonal Knowledge and Skills

Overall Expectations:

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning, and presentation skills;

IKV.04X - demonstrate an understanding of why, when, and how to utilize available school and community resources to support their learning needs.

Specific Expectations:

LS2.02X - use the inquiry/research process effectively;

IK2.03X - use effective communication skills to gather information and request assistance for their learning needs from peers, teachers and/or school and community programs;

IK2.05X - explain how individual learning can be enhanced through community-based learning experiences.

Planning Notes

Ensure parental permission for community interviews and follow board guidelines for safety.

Prior Knowledge Required

· Inquiry/Research Process, Unit 2, Activity 3

· Interviewing Skills, Unit 1, Activity 3; Unit 3, Activity 3

Teaching/Learning Strategies

1. The teacher:

· initiates a discussion of work, workers, and required education by stating and discussing various trends (e.g., declining number of workers, labour shortages, and excesses in professional, technical, skilled trades, and administrative areas) or by reading and discussing in groups, a variety of short newspaper articles about jobs, trends, and education/training (e.g., What is interesting? What trends are emerging? Why? What does success mean in relation to a job? etc.);

· outlines and gives examples of a research process which moves through the following stages: focus, organize, locate, record, evaluate/assess, synthesize/conclude, apply, communicate (see Research Rubric, Unit 4, Activity 1, Appendix A for details).

Students:

· use the above research process to answer the question: What is the relationship between work, success, and education?;

· gather information by interviewing selected members of their community and draw conclusions regarding the definition of meaningful work and the relationship between work, success, and education;

· prepare for their interview by:

· reviewing the interviewing tips in Unit 1, Activity 3 and Unit 3, Activity 3, Appendix A;

· outlining how to prepare for an interview (e.g., know the subject, be sensitive to the interviewee’s time and needs, have questions ready, leave a space to write on the question sheet, being a pen, etc.);

· outlining what to do during the interview (e.g., how to begin, be flexible – rephrase questions for understanding, how to conclude, etc.); and what to do after the interview (e.g., a thank you, a follow-up summary of the interview, etc.);

· constructing a checklist based on the above outline of things to do.

· role play with a partner and have an observer complete the checklist;

· acknowledge the feedback of the observers and refine their interviewing skills through additional simulations.

Students brainstorm and finalize a list of questions to ask members of their community about the relationship between work, success, and education. Pairs of students select five adults (one relative) representing three different decades and both genders to pose the brainstormed questions to and record the answers given. Sample questions include:

· What is meaningful work?

· What is the difference between a job and a career?

· What is a good education?

· What is success at work?

· What factors influenced your educational and career decision making most?

· When you decided upon your career, did you follow your “head” or your “heart”? Why?

· At what point in your life did you realize what your future employment might be?

· What advice would you give to students today regarding education and work?

· If you had your education to do over again, would you change anything? What? Why?

Students:

· as a class or in groups, generate what they think the answers to their questions will be, write these in point form on chart paper, and display;

· in pairs, conduct the interview, adhering to suggestions they created on their interviewing checklist;

· in pairs, analyse the content of the interview responses by summarizing the key concepts, post responses on chart paper, compare these with the anticipated responses generated earlier, discuss any discrepancies.

Assessment/Evaluation

2. IK2.03X

Students carry out their community interviews in pairs, taking turns asking the questions. Partners observe and assess each other’s interview skills, using the checklist developed previously. Students may also design a checklist for the interviewee to complete and submit after the interview. Criteria on this checklist include degree of preparation by interviewer, flexibility in rephrasing questions, use of probes to get more detailed answers, and manners/politeness. Students summarize their findings in a short paragraph. Assessment criteria - indicators of good interviewing skills: detailed information that includes breath and depth, focus, completeness. Students place the checklists in their portfolios in the Application of Knowledge and Skills section and reflect on their use of the skills by using the questions outlined in Unit 1, Activity 1: What? So What? Now What? What Else? (Formative; tool: checklist)

IK2.05X

Individual students compare the interviewees’ answers to those generated by the class and explain what they learned about work, success, and education from community members. Students explain what they learned about interviewing from going out into the community to ask questions. Assess responses for depth and breadth, breadth of perspective, additional questions/ideas generated and completeness. (Formative; tool: constructed response)

LS2.02X

Students:

· describe the steps that they used in the research process and provide evidence of their work for each of the steps. Criteria: completion of each step, clear and complete responses to initial questions, application of the process in a different context (Formative; tool: checklist or rubric Unit 4, Activity 1, Appendix A: Research Rubric);

· reflect on their application of knowledge and skills (e.g., interview skills as an ongoing inquiry or personal investigation of their learning). Students reflect on their skills, determine other contexts for use, and offer suggestions for improvement and next steps. (Formative; tool: rubric – Unit 1, Activity 1, Appendix A).

Resources

The Ontario Library Association. Information Studies.

http://www.ola.amlibs.ca

Activity 1 - Appendix A

Research Rubric

CRITERIA	Level 1	Level 2	Level 3	Level 4
Focus (What is the question?)	- vague questions with little focus for research	- vague question with some areas of focus for research	- clear question with some areas of focus for research	- clear, succinct question and well-defined focus for research
Organize (plan possibilities and sources)	- develops a workable plan that may lack appropriateness and clarity - with much assistance, identifies information needed to answer question	- develops a workable plan that is somewhat appropriate and clear - with limited assistance, identifies information needed to answer the question	- develops a workable plan that is appropriate and clear (includes resources, organizers, search words) - independently, identifies information needed to answer the question	- develops a workable plan that is appropriate, efficient, and clear - independently identifies all critical areas of Information needed to answer question
Locate	- needs assistance to identify possible sources of information - uses a few information sources with teacher or peer assistance	- independently identifies limited sources of information - uses some different types of information with limited assistance	- independently identifies several sources of information - independently uses many different types of information sources effectively: (e.g., newspapers, books, Internet, CD-ROMs)	- independently identifies a range of varied sources of information - independently uses a wide variety of types of sources
Record	- extracts limited relevant information with assistance (e.g., takes notes, uses copy/paste, etc.)	- extracts some relevant information with assistance	- independently extracts information most of which is relevant	- independently extracts relevant information
Evaluate and Assess	- needs much assistance to make judgements about data in terms of initial question about research process	- needs limited assistance to make judgements about data in terms of initial question about research process	- independently makes judgements about data in terms of initial question about research process	- independently makes judgements about data in terms of initial question about research process - states what might be done differently next time
Synthesize and Conclude	- needs much assistance to draw conclusions from research to answer initial question - with much assistance, organizes information from multiple sources (e.g., database) - little correlation between conclusion and information collected	- needs limited assistance to draw appropriate conclusions from research to answer initial question - with limited assistance, organizes information from multiple sources - some correlation between conclusion and information collected	- independently draws conclusions from research to answer initial question - independently organizes information from multiple sources - conclusions clearly relate to information collected	- independently draws conclusions from research to answer initial question; asks new questions - independently organizes information from multiple sources succinctly and clearly - conclusions clearly relate to information collected and rationale provided
Apply (Use the information)	- with much prompting, relates learning/research findings to a current project/context	- with some prompting, relates learning/research findings to a current project/context	- independently relates learning/research findings to a current project/context	- independently relates learning/research findings to a current project and applies these to past and future contexts
Communicate (Share the Results)	- shares the results of research with limited clarity and coherence - unable to purposefully match style to audience - with assistance, uses a single form of presentation (e.g., oral)	- shares the results of research with some clarity and coherence - uses a presentation style somewhat appropriate to purpose and audience - uses a single form of presentation	- shares the results of research clearly and coherently - uses a presentation style that is appropriate to purpose and audience - with assistance, uses a variety of forms of presentation (e.g., oral, slides)	- shares the results of research clearly and coherently in a manner that provokes interest - uses a presentation style that is appropriate to purpose and audience - independently uses a range of appropriate forms of presentation (e.g., oral, slides – with charts, text, graphs, etc.)

[Rubric criteria adapted from Ontario Library Association’s Cognitive Skills Research Model]

Activity 2: What is the relationship between work and education?

Time: 210 minutes

Description

Students research employment and education demographics of their community, using a variety of sources including the Internet. Students determine any correlation among variables that they research and represent this on a graph, using suitable spreadsheet software.

Strand(s) and Expectations

Strand(s): Learning Skills, Interpersonal Knowledge and Skills

Overall Expectations:

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning, and presentation skills;

IKV.04X - demonstrate an understanding of why, when and how to utilize available school and community resources to support their learning needs;

IKV.02X - use interpersonal and teamwork skills effectively in learning environments;

IKV.03X - produce an evaluation of their interpersonal and teamwork skills and identify those requiring further development.

Specific Expectations:

LS1.04X - identify and use a variety of methods for making calculations and for solving different types of problems;

LS2.02X - use the inquiry/research process effectively;

LS2.06X - use a variety of information technologies effectively to conduct research, organize information, and acquire new skills (e.g., CD-ROM resources, the Internet, calculators, software for organizing notes, file management software);

IK2.01X - identify school and community resources available to support learning and explain how and when to access them;

IK1.04X - use interpersonal and teamwork skills effectively and appropriately in school and community-based learning activities (e.g., on a sports team, in clubs, at work).

Planning Notes

The teacher collects a variety of resources with education and employment demographics and bookmarks a variety of Internet sites with similar information. The teacher should become familiar with the Statistics Canada site (www.statcan.ca) since students will use this web site to gather information. The teacher should support student use of spreadsheets for graphing.

Prior Knowledge Required

· Teamwork skills (Unit 3, Activity 3)

Teaching/Learning Strategies

3. Students:

· review the stages of the research process: focus, organize, locate, record, evaluate/assess, synthesize/conclude, apply, communicate (see Research Rubric, Unit 4, Activity 1, Appendix A for details);

· research by:

· examining the correlation between education and employment and a variety of variables (e.g., income, gender, age);

· previewing and examining the kinds of data that are available on the Statistics Canada web site (www.statcan.ca).

· calculating the negative and positive differences that exist between the variables researched and graphing the results using suitable spreadsheet software.

Examples:

· Does education have a positive or negative effect on income and to what extent?

· What is the relationship between income and gender for workers of the same age?

· For workers of the same age, what is the relationship between type of education (college, university, apprenticeship) and income earned?

The teacher:

· reviews the norms for teamwork established in Activity 3, Unit 3;

· teaches a problem-solving model for students to use if problems arise or disagreements occur in the group (see Unit 4, Activity 2, Appendix A);

· reviews and has students practise how to listen actively, how and when to interrupt for positive purposes (e.g., for clarification or to steer the discussion), and how to respond when interrupted. Students can list active listening hints and post them on the wall as reminders.

Students: (in groups)

· determine sources for additional data: anonymous surveys or interviews of parents, relatives, teachers, Internet sources, publications (e.g., magazines, newspapers with demographics, economics teachers, guidance counsellors, etc.);

· decide which group members will research which sources;

· solve problems in the group, asking for assistance when necessary;

· determine relationships among the variables researched (as above) and represent these accurately on a graph (e.g., education – income – age);

· practise teamwork and listening skills throughout the research activity.

Assessment/Evaluation

4. a) LS1.04X, LS2.06X

Based on Internet research and using a comparison of statistics collected from a variety of sources, students calculate the negative and positive differences that exist between other significant factors researched such as education, gender, and income. They graph, using computer software, these results and draw conclusions about how each of the factors is related and summarize findings for the class. Assessment criteria includes:

· completion of each step in the task, degree of independence with which each student completes each aspect of the task (Formative; tool: observation)

· accuracy of graphing (Formative; tool: checklist)

· use of technology (see Information Technology rubrics) (Formative; tool: Accessing and Communicating Rubric, Unit 4, Activity 2, Appendix B)

b) LS1.04X

In class group work, students solve problems using the problem-solving model and note their resolutions on the problem solution chart. (Unit 4, Activity 2, Appendix A). In a teacher/student or student/student conference, students analyse the solution to problems that have arisen in terms of the problem-solving model and describe their problem-solving actions in terms of the steps in the model (Unit 4, Activity 2, Appendix A). (Formative; tool: checklist)

IK2.01X

Students list all sources and resources used in Strategies 2 and 3 and beside each describe the resource, the kind of information they obtained, and explain when they might best use the resource in the future. (Formative; tool: constructed response)

LS2.02X

Students describe the steps that they used in the research process and provide evidence of their work for each of the steps. (Formative; tool: Rubric: Unit 4, Activity 1, Appendix A)

IK1.04X

Students adhere to group norms and demonstrate effective listening skills as they work in groups. Students self assess, using the criteria for good listening/group norms that they defined and outlined. They reflect on their application of these skills using the Teacher Questions outlined in Unit 1 Activity 1, Appendix A. They place their self-assessment and reflection in their portfolios as evidence of teamwork skills. (Formative; tool: checklist)

Resources

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Statistics Canada

http://www.statcan.ca

Activity 2 - Appendix A

Problem-solving Model

5. Define the problem (What is it?)

Analyse the problem. (What are the causes?)

Set standards for choosing the best solution. (What should the solution accomplish?)

Identify possible solutions. (What solutions are available?)

Select the best solution. (Which solution best meets the standards?)

Decide how to evaluate whether the solution is working. (How do you test the solution?)

Implement the solution. (How and when will the work be done?)

Problem Solving
STEP	QUESTION	WHAT WE DID IN OUR GROUP
1. DEFINE	What is the problem?
2. ANALYSE	What are the causes?
3. SET STANDARDS	What should the solution try to do?
4. IDENTIFY SOLUTION	What solutions are available?
5. SELECT SOLUTION	Which is best for what we want to do?
6. EVALUATE	How will we know it works?
7. IMPLEMENT	Try out the solution.

Problem Solution Chart

PROBLEM
ACTION	RESULTS

Activity 2 - Appendix B

Information Technology

Accessing Information

	Level 1	Level 2	Level 3	Level 4
Accessing Information	- requires extensive support to access and use electronic sources of information	- requires frequent support to access and use electronic sources of information - uses a limited number of sources	- requires occasional support to access and use electronic sources of information - uses a range of sources	- independently accesses and uses electronic sources of information - uses a wide range of sources
Locating Information	- rarely uses effective strategies to locate relevant information	- sometimes uses effective strategies to locate relevant information	- often uses effective strategies to locate relevant information	- consistently uses effective strategies to locate relevant information
Retrieving Information	- uses limited methods to retrieve electronic information - rarely analyses and compares the information retrieved	- uses various methods to retrieve electronic information - sometimes analyses and compares the information retrieved	- uses a range of methods to retrieve electronic information - regularly analyses and compares the information retrieved	- uses a wide range of methods to retrieve electronic information - consistently analyses and compares the information retrieved
Selecting Information	- identifies few potential sources of information for a specific task - rarely evaluates the appropriateness of these sources	- identifies some potential sources of information for a specific task - occasionally evaluates the appropriateness of these sources	- identifies various potential sources of information for a specific task - frequently evaluates the appropriateness of these sources	- identifies many potential sources of information for a specific task - always evaluates the appropriateness of these sources

Activity 2 - Appendix B (Continued)

Information Technology

Communicating Information

CRITERIA	Level 1	Level 2	Level 3	Level 4
Using Software Appropriately	- requires extensive support to use software and to produce a product that matches the intended purpose and audience - independently uses few features of the software	- requires some support to use software and to produce a product that matches the intended purpose and audience - independently uses some features of the software	- requires little or no teacher support to use software and to produce a product that matches the intended purpose and audience - independently uses many features of the software	- uses software creatively and independently to produce a product that matches the intended purpose and audience - independently uses most features of the software
Designing	- considers and applies few design principles to enhance the impact of a communication; produces products that are unclear	- considers and applies some design principles to enhance the impact of a communication	- considers and uses the elements and principles of design in ways that enhance the impact of the communication	- uses the elements and principles of design to enhance the message communicated and its visual appeal

[Adapted from Halton District School Board: Information Technology Rubric - Grades 7-9]

Activity 3: How can I use my personal profile to help me set goals and create action plans?

Time: 210 minutes

Description

Using their Personal Profiles and software such as Choices, Career Explorer, Career Gateway, and Mazemaster, students identify their interests and aptitudes and explore their educational options. Students identify possible short, medium, and long-term career goals and determine the various educational programs and pathways that lead to them. Students create a vision of their future lifestyle, identify the potential expenses associated with that lifestyle, and analyse expenses in terms of potential income for an occupational area of interest.

Strand(s) and Expectations

Strands: Learning Skills and Interpersonal Knowledge and Skills

Overall Expectations:

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills;

LSV.04X - demonstrate understanding of how the secondary school program is organized and describe requirements for graduation.

Specific Expectations:

LS2.02X - use the inquiry/research process effectively;

LS2.06X - use a variety of information technologies effectively to conduct research, organize information, and acquire new skills (e.g., CD-ROM resources, the Internet, calculators, software for organizing notes, file management software);

LS3.01X - explain the organization of the secondary school program, including types of courses and the destinations for which they are appropriate.

Planning Notes

The teacher arranges access to the various occupational research software programs available in the school: Choices, Career Explorer, Career Gateway, and Mazemaster. Collect a variety of catalogues and newspapers that have pricing for a wide variety of consumer goods (e.g., cars, houses, furniture, etc.). Teachers should be familiar with the Annual Education Planning process.

Teaching/Learning Strategies

6. Students:

· by this point in the course, have developed detailed Personal Profiles including self-assessments, results from inventories, and a variety of ‘current pictures’ (e.g., resumes, etc.);

· use the information from their Personal Profiles to help select a career area of interest to research and determine whether there is a match between opportunities in that career cluster and their vision for a future lifestyle;

· access occupational research software (Choices, Bridges: Career Explorer, Mazemaster) to further research their anticipated career options;

· as a class, review the terms – goal and action plan and in small groups, brainstorm a one-sentence definition of goal and action plan (e.g., The teacher could begin with a sports analogy – in hockey, goal = puck in the net. Does this happen by chance? No! The players must have an action plan in order to beat the opposition’s defense.);

· brainstorm examples of goals that they might set for themselves related to their personal life, family life, school, and employment and the possible personal rewards. As a class, categorize the goals according to the time required to reach them (short, medium, long-term).

Students:

· based upon their visions of future lifestyle options and career goals, create a vision of their future including their living environment, family, social/leisure activities, and community involvement. To this description, they add a compiled list of the lifestyle expenses that they may incur in the future, recording the approximate costs and the total costs involved and place this current ‘future vision’ in their Personal Profiles;

· research a career area of interest such as Technology, Social Service, Health, etc. to select an occupational area of interest, using resources such as Career Gateway, Career Explorer, and Career Cruising and focus on making connections among their aptitudes, interests, values, personality traits, etc. – as outlined in their Personal Profiles and their occupational goals. (The purpose of the occupational research process is to increase awareness of the options available to them, not to narrow options.);

· as a preliminary investigation of education programs and pathways, develop a chart that focusses on the selected career cluster such as Accounting Careers. On the chart, they indicate the related careers (e.g., certified general accountant, bookkeeper, cashier, etc.), noting the various levels of entry and the various specific educational programs (university, college, high school) that are required at each level;

· research the potential starting income for the various levels of work in their career cluster and determine the extent to which they might be able to support their desired lifestyle;

· review their lifestyle dreams and connect this with the information in their Personal Profiles, their career and educational goals, and the results of their exploration of the occupational research software;

· make some conclusions regarding their interests and skills, their selected occupational area of interest, requisite education programs, and desired lifestyle;

· store this information in the Setting Goals and Planning section of their portfolios so that they can refer to it when completing Step 3 (Planning for Next Year) of their Annual Education Plan.

Assessment/Evaluation

7. LS2.02X, LS2.06X, LS3.01X

Students:

· (LS2.06X) research (using software such as Choices, Career Explorer, Career Gateway, and Mazemaster) and record a variety of occupational options related to interests and aptitudes; create a chart showing links between interests, aptitudes, values, interests, personality traits, and occupational research (Formative; tool: Accessing Information Rubric: Unit 4, Appendix B);

· (LS2.02X) describe the steps that they used in the research process and provide evidence of their work for each of the steps. (Summative; tool: Research Rubric: Unit 4, Appendix C);

· (LS3.01X) create an action plan showing the steps required to realize career goals and to create a desired lifestyle. Action plan shows appropriate secondary school paths leading to desired destinations. (Formative; tool: constructed response).

Resources

Annual Education Plan. Ontario Ministry of Education and Training, 1999.

Choices, Career Explorer, Career Gateway, and Mazemaster: as referenced in Unit 4 Resources

Activity 4: What are the stages and phases of life-long learning?

Time: 280 minutes

Description

Students identify the various stages of learning through which they must pass to reach their desired career/life goals. This activity is intended to give students a general overview of Ontario’s education pathways and to help students become aware of opportunities in the school and community that support and assist them in their learning for a variety of purposes and in diverse contexts. Students identify learning opportunities available to them as they make career/life plans.

Strand(s) and Expectations

Strand(s): Learning Skills, Interpersonal Knowledge and Skills

Overall Expectations:

LSV.04X - demonstrate understanding of how the secondary school program is organized and describe requirements for graduation;

KV.04X - demonstrate an understanding of why, when, and how to utilize available school and community resources to support their learning needs;

PKV.05X - demonstrate the effective use of personal management skills in a variety of settings.

Specific Expectations:

LS3.01X - explain the organization of the secondary school program, including types of courses and the destinations for which they are appropriate;

LS3.02X - explain their own high school course selection in the context of the requirements for secondary graduation;

LS3.04X - describe opportunities for learning in all stages of life and in various contexts (e.g., evening courses, on-the-job-training, workshops, speakers);

LS3.06X - describe a variety of possible internal and external barriers to learning and determine how these barriers may have affected their learning;

LS3.07X - describe strategies for overcoming internal and external barriers to learning;

IK2.02X - identify individuals or programs that can assist with their specific learning needs;

PK3.03X - demonstrate behaviours that reflect self-motivation (e.g., persistence in completing work they find difficult or boring, overcoming procrastination).

Planning Notes

The teacher should be familiar with Ontario Secondary School diploma requirements and post-secondary opportunities and know where to find educational and career resources in the school’s library/resource centre or Career Centre.

Prior Knowledge Required

· Using a Personal Profile to develop plans: Activity 3, Unit 4

· Setting long-term occupational goals: Activity 3, Unit 4

Teaching/Learning Strategies

8. To identify a variety of learning opportunities for areas of personal interest, students:

· brainstorm, as a class, interests that are not related to current school subjects (e.g., sports or recreational activities, hobbies, volunteering, part-time work);

· individually, select one of the interest areas and investigate ways to support learning in the interest area (e.g., clubs, books, sites and chat conferences on the Internet, agencies, school and community personnel);

· compile a class list of these learning opportunities that includes name and location of resource, support, fee (if any), key contact with telephone number or e-mail address, brief description of support provided.

To create a picture of possible learning opportunities in different stages of life, students:

· identify a potential long-term occupational goal (see Unit 4, Activity 3);

· research the Ministry of Education’s requirements for high school graduation (compulsory courses, options, destinations and pathways, number of credits required,...);

· examine the course description book for their school;

· working backwards from their occupational goal, create a flow chart showing courses that will lead them to their goal;

· research any additional learning opportunities related to that goal (informal, formal and community learning such as computer camp, evening courses, music lessons, etc.);

· research educational pathways and learning opportunities for a variety of other career/life goals (not just their own);

· in groups of four, create a directory of learning opportunities that includes a variety of school and community resources and provide supporting information as outlined above for the class list of learning opportunities for current interests;

· post the directories and the class list of learning opportunities for current interests in a visible location in the classroom for all to access. (Students can access this information as needed when revising and/or reviewing their Annual Education Plans.)

Students:

· reflect on their academic experiences in Grades 7 and 8 and list their academic strengths and weaknesses and some possible reasons why they were more successful in some areas than they were in others;

· using strategies learned in the course up to this point, initiate and create a personal plan for improving in one academic area that is personally challenging and use any of the learning opportunities researched above and/or any individuals or programs that can help them with their learning.

Students:

· think of examples of plans they have made that haven’t worked out (e.g., wanted to buy something – couldn’t raise enough money; wanted to go somewhere – parents wouldn’t let them; wanted to do well on a test – got a poor mark, etc.);

· identify ways in which these barriers could have been overcome through better planning and then imagine that they can go back in time and identify things that they would do differently in each situation;

· give examples of situations in which things don’t always work out the way they are intended, despite careful goal setting and planning. With teacher prompting, they give examples of how to prepare to deal with barriers to success;

· identify possible barriers to reaching their occupational/educational goals;

· in pairs, identify potential strategies for overcoming barriers for each of their goals.

It is critical that students be made aware of the changing nature of the secondary school program. As part of their Annual Education Plan, students are now required to choose a post secondary destination (work, college, university, other training programs). New information regarding Grades 10, 11, and 12 will become available to students as they work their way through Grade 9. This new information may influence their educational choices.

Students:

· research a variety of career and occupational areas of interest as outlined in Unit 4, Activity 3 to facilitate informed decision making in the course selection process for next year;

· within a career cluster of high interest, develop a chart that lists a variety of occupations at various levels of entry and the various education programs required at each level;

· select a specific destination and research their secondary school options and requisite courses, using the school’s course selection book.

Assessment /Evaluation

9. LS3.01X, LS3.02X, LS3.06X, LS3.07X, LS3.04X, IK2.02X

Given occupational research and education planning activities similar to those outlined above, students create:

· (LS3.01X) a chart that explains the Ontario Secondary School Program as it relates to their selected post-secondary and career/life destination (Formative, tool: constructed response);

· (LS3.02X) a chart showing their post secondary destination and the secondary school courses necessary to reach that destination (Formative, tool: constructed response);

· (LS3.06X) a list of potential barriers to reaching the specific educational/occupational goal (e.g., poor performance in school, lack of money, family responsibilities, etc.) (Formative, tool: constructed response);

· (LS3.07X) a strategy/strategies for dealing with each potential barrier (Formative, tool: constructed response);

· (LS3.04X) a list and be able to explain a variety of learning opportunities which relate to their chosen destination or current learning plan in a challenging academic area (Formative, tool: constructed response);

· (IK2.02X) a personal brochure outlining the resources (individuals or programs) available to assist them with their specific learning needs (Formative, tool: constructed response).

PK3.03X

Using a frequency scale, both the teacher and student monitor the following behaviour that reflects motivation and persistence:

· Using their planner, students track their daily progress in the subject area in which they wish to improve.

· Students regularly seek feedback from the subject teacher on their progress in the course.

· Students initiate conferences with the subject teacher (including parents and/or teacher adviser) for support and solutions to improvement.

· Students persist with difficult areas of work in the subject.

· Students seek support and assistance on an on-going basis (teacher, outside program, peer tutor, etc.) (Formative, tool: teacher observation).

Resources

Annual Education Plan. Ontario Ministry of Education and Training, 1999.

Choices, Career Explorer, Career Gateway, and Mazemaster: as referenced in Unit 4 Resources

Appropriate secondary school Course Calendar

Activity 5: How can I create a research plan that will help me reach my goals?

Time: 280 minutes

Description

Students create a plan for researching career/life opportunities, develop a detailed timeline outlining each stage of their plan, and present their research plans to their peers.

Strand(s) and Expectations

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

Overall Expectation:

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills;

IKV.04X - demonstrate an understanding of why, when, and how to utilize available school and community resources to support their learning needs;

PKV.05X - demonstrate the effective use of personal management skills in a variety of settings.

Specific Expectations:

LS2.02X - use the inquiry/research process effectively;

LS2.07X - use word processing, graphics, or presentation software effectively to enhance oral and written presentations;

1K2.O1X - identify school and community resources available to support learning and explain how and when to access them;

PK3.05X - demonstrate effective use of time management strategies to accomplish school, family, and community responsibilities.

Planning Notes

The teacher should be familiar with career/life planning resources available in the school’s Guidance and Career Education department and the library/resource centre. Since students are required to create a presentation that makes use of computer graphics and presentation software (e.g., PowerPoint), the teacher may wish to bring in an “expert” student or staff member to familiarize the class with this type of software.

Teaching/Learning Strategies

10. Students:

· visit and use the resource materials in the school Guidance and Career Education Centre and the library/resource centre;

· create a list of available career/life planning resources (human, print, technological);

· research other sources of career/life planning information (e.g., local youth employment centre, Human Resources Development Canada, Ontario Ministry of Education), using effective communication skills (skills learned in previous units/activities) to gather information through cold calls, interviews, etc.

· create an educational/occupational research plan showing:

a) the ways in which the above sources of information could be used to assist the student in making career/life choices;

b) a timeline outlining the stages of career/life planning (e.g., explore, focus, apply, demonstrate);

c) informal and formal school and community learning opportunities (individuals and/or programs) available to assist with goal achievement.

· create a presentation for the class outlining their research plans. The presentation should make use of word-processing, graphics, and presentation software.

Students:

· review time management strategies from Unit 1, Activity 5;

· in pairs, recall the process that they used to research and plan their group service project (Unit 3, Activity 3) and list the steps of the process in order and the amount of time that was or should have been spent on each step. As an alternative, they recall a time when they researched and planned for a party, a vacation, or a major purchase (e.g., snowboard, video game system, etc.) and list the steps involved in this process;

· apply this same process to their own research plans related to career/life goals and identify the steps required to reach these goals and the timing of each step;

· outline a personal time management plan for their class presentation, track daily progress and preparation to the point of completion. They assess personal use of time management skills by using the reflection frame provided in Unit 1, Activity 1, Appendix A.

Assessment /Evaluation

11. LS2.02X, 1K2.O1X, LS2.07X

Students create:

· (LS2.02X, 1K2.O1X) a career/life research plan that includes:

a) a comprehensive resource list (human, print, information technologies);

b) a description of the process by which information can be gathered;

c) a timeline (What should be accomplished in Grade 9? Grade 10?) (Formative; tool: constructed response).

· (LS2.07X) a short presentation for the class showing personal research plan and steps taken so far. (use PowerPoint, word processing, etc.) The presentation should critique the appropriateness of resources accessed and the effectiveness of communication skills used to gather information. Assess the presentation based on the criteria for effective presentations (see Appendix B, Unit 2, Activity 3 – criteria for oral/visual presentation) and effective use of technology (see Communicating Information Rubric in Unit 4, Appendix B) (Summative; tool: rubrics as above)

PK3.05X

Students:

· make a written estimate of the amount of time required for each part of their research plan, based on their research into career/life planning resources;

· create a detailed timeline showing when they will work on each stage of their plan (age, grade level) and the estimated amount of time to be spent on each stage;

· indicate the degree to which they stayed on track as they worked towards their class presentation;

· (LS2.02X) assess personal reflection on time management using the rubric provided in Unit 1, Activity 1, Appendix A. (Formative; tool: constructed response).

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