Course Profile
Learning Strategies 1: Skills
for Success in Secondary School, Grade 9 open, Public
Unit 5: Sharing My Learning
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developers
Anne Clifton, Halton District School Board
Shirley Kellestine, Peel District School Board
Pat Comley, Toronto District School Board
Ron Petker, Waterloo Region District School Board
Development Date: July 1999
Students create a summary of what they have learned in all aspects of the course as well as the contexts in which they applied the learning. As a culminating activity, students design an exhibition or presentation of this learning for peers and/or parents. Part of this presentation deals with next steps and plans for continued learning. Students determine what contributions they have made to the class, school, and community, and outline potential future areas of interest and involvement.
Strands: Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge and Management Skills
Overall Expectations: LSV.01X, LSV.02X, LSV.03X, IKV.02X, IKV.04X, PKV.05X.
Specific Expectations: LS1.03X, LS2.02X, LS2.03X, LS2.05X, LS2.07X, LS3.05X, LS3.08X, IK1.04X, IK2.01X, IK2.05X, PK3.01X.
|
Activity 1 |
Personal Learning Project |
140 minutes |
|
Activity 2 |
Student-led Conference/Portfolio Presentation |
140 minutes |
|
Activity 3 |
Peer Study Group |
140 minutes |
|
Activity 4 |
Exhibition of Work (optional) |
140 minutes |
Assessment data from the culminating activities in Unit 5 forms 30% of the student’s mark in the course. Assessment data from Units 1 through 4 forms 70% of the student’s mark in the course.
The Learning Strategies portfolio contains evidence of learning as a result of the student’s work in the Learning Strategies course. This evidence can come from other course work, recreational involvement, hobbies, community involvement, part-time work, etc. as these are the ‘contexts’ in which learning from the course are applied. The Learning Strategies portfolio can supplement a broader portfolio used as part of the Teacher Adviser Program.
Teachers should introduce this project halfway into the Learning Strategies course. To begin the Personal Learning Project, students need to know their learning strengths, their dominant intelligences and have experience with an inquiry/research process.
Teachers should:
· introduce the concept of Student-led Conferencing early in the course. The conference provides an additional purpose for the portfolio and the student’s Annual Education Plan;
· consult and collaborate with the teacher advisers of students in Learning Strategies 1 course so that the processes and activities around the Annual Education Plan, conferencing, and building a portfolio in Teacher Adviser meetings and Learning Strategies classes can support and complement each other;
· prepare parents for portfolio development and student-led conferencing through an introductory letter or meeting, a mid-term update, and, at least six weeks before the scheduling of Student-led Conferences, a more detailed description of the process with some instructions for them during the conference (e.g., questions to ask, how to be ‘positive’, etc.), and scheduling information.
Teachers should initiate Peer Study Groups several weeks prior to year- or semester-end so that students can help each other prepare for final assignments, projects, and exams. Peer Study Groups may be subject-specific and learning style compatible.
The Learning Fair/Work Exhibition can be set up on the same day(s) as Student-led Conferencing if it is to be shared with parents. If the Exhibition is for the Learning Strategies course peers only, it can be scheduled during class time.
The teacher encourages students to ‘save’ work that represents a significant achievement or of which they are particularly proud. The Exhibition includes work that resulted from learning during the course. Personal Learning Projects can be shared at this time.
· the portfolio process and a current, active portfolio
· inquiry/research process
· ability to use word-processing and presentation software
Questioning, demonstration, co-operative group learning, conferencing
|
Tool |
Purpose |
Who |
Activity |
|
Rubrics |
summative |
teacher |
1. research/inquiry/presentation |
|
Rubrics Constructed response Checklists |
summative |
teacher |
2. Student-led conferencing and Portfolio Presentation |
|
Checklist/constructed response |
summative |
teacher |
3. Peer Study Group |
|
Rubrics |
summative |
teacher |
4. Work Exhibition and written rationale and outline |
Benson, Barbara, Susan Barnett. Student-Led Conferencing Using Showcase Portfolios. Thousand Oaks: Corwin Press, 1999. ISBN 0-8039-6766-7
Miller Grant, J., Barbara Heffler, and Kadri Mereweather. Student-Led Conferences. Markham: Pembroke Publishers, 1995. ISBN 1-55138-054-4
Time: 140 minutes
Students work through a personal learning project in an area of their choice.
Strand(s): Learning Skills, Personal Knowledge and Management 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;
PKV.05X - demonstrate the effective use of personal management skills in a variety of settings;
IKV. 04X - demonstrate an understanding of why, when and how to utilize available school and community resources to support their learning needs.
Specific Expectations:
PK3.01X - use effective personal management skills (e.g., goal setting, time management, project management skills) to improve their results in selected school subjects;
LS3.05X - demonstrate an ability to manage their own learning (e.g., study skills, organizational skills, time management, stress management, information management);
LS2.02X - use the inquiry/research process effectively;
IK2.05X - explain how individual learning can be enhanced through community-based learning experiences;
IK2.01X - identify school and community resources available to support learning and explain how and when to access them.
1. Students:
· determine something that they would like to learn as part of their Personal Learning Project. This can be something related to their work in the Learning Strategies course or other course work (an independent study), or can be interest based in an area not related to school or academics. Some examples include: learning how to knit, how to design a web page, how to write more effectively or speak well in public, how to take and develop photographs, how to play golf, etc. The learning project requires some initial research as well a period of acquiring substantial knowledge or skills;
· conference regularly with their teacher to determine if they are ‘on track’.
Students:
· work through their Personal Learning Project using the KWHLAQ inquiry questions as a guide:
K What do I think I know about the subject?
W What do I want /need to find out about it?
H How will I go about finding out?
L What do I expect to learn? What have I learned?
A How will I apply what we learn to other projects?
Q What new questions do I have following the inquiry?
· may move quickly into the learning stage, particularly if they choose to find a tutor, coach, or teacher to assist in the learning. In some cases, they may need to do significant research to find a coach, teacher, or tutor, or to learn how to do something for themselves (e.g., select and work a web design booklet);
· research information using the following process: focus, organize, locate, record, evaluate/assess, synthesize/conclude, apply, communicate (see Research Rubric Unit 4, Activity 1, Appendix A);
· locate and access resources to support learning, if needed (e.g., people, programs, etc.);
· demonstrate their learning, provide evidence of the learning process and present a summary of the process to their peers in a semester/year end “exhibition of work”;
· use their learning preferences/dominant intelligences to help them learn and demonstrate their learning.
2. PK3.01X, LS3.05X, LS2.02X, IK2.05X, IK2.01X
Students document each step of the inquiry/research process used during their Personal Learning Project, provide evidence of their learning process, demonstrate their learning to the class, and present a summary of the inquiry/research and learning process.
· KWHLAQ: evidence for each step of process; degree of depth, breadth and focus of investigation (Summative; tool: rubric);
· Research criteria: preparing, accessing, processing, transferring, summarizing, presenting, applying (Summative; tool: see relevant criteria in Research Rubric, Unit 4, Activity 1, Appendix A)
· Learning preferences: purposeful use of learning strategies that use their strengths (Summative; tool: rubric);
· Personal management: task completion, adherence to time line, persistence, seeks assistance (Summative; tool: checklist);
Presentation/demonstration: clear, concise, audience appropriate (Summative; tool: rubric, Unit 5, Activity 4, Appendix A: Oral/Visual Presentation/Demonstration Rubric);
· Reflection: (Summative; tool: see relevant criteria in Reflection Rubric, Unit 1, Activity 1, Appendix A).
Time: 140 minutes
Students design and participate in a student-led conference in which they showcase themselves as learners.
Strand(s): Learning Skills, Interpersonal Knowledge and Skills
Overall Expectations:
LSV.01X - demonstrate and use an increasing variety of numeracy and literacy skills;
LSV.02X - identify and describe learning theories and the learning and thinking skills required for success in high school;
IKV.02X - use interpersonal and teamwork skills effectively in learning environments.
Specific Expectations:
LS1.03X - demonstrate effective use of a variety of writing forms (e.g., expository, narrative, letter, supported opinion) and use them effectively for a variety of purposes;
LS3.05X - demonstrate an ability to manage their own learning (e.g., study skills, organizational skills, time management, stress management, information management);
LS2.07X - use word processing, graphics, or presentation software effectively to enhance oral and written presentations;
LS3.08X - produce and evaluate learning plans that identify learning strengths, barriers, needs, goals, and strategies for success in high school and incorporate them into their annual education plans;
IK1.04X - use interpersonal and teamwork skills effectively and appropriately in school and in community-based learning activities (e.g., on a sports team, in clubs, at work).
Students:
3. reflect on and chart what they knew about themselves at the beginning of the course, using an inverted pyramid. As they complete the layers of the pyramid, they outline what they learned about their learning preferences, emotional intelligences, personal management skills, conflict resolution skills, employability skills, project management, time management, listening skills, note-taking, mentoring, community involvement, study skills, etc.
examine the contents of their portfolios in each section:
a) Personal Profile: should include inventories, resumes, self-assessments
b) Application of Knowledge and Skills: should include evidence of learning in each of the strands of the course – Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills
c) Goals and Plans: should include goals and action plans that relate to areas of learning in the course or to their Annual Education Plan
and review, update, add, delete, and revise as necessary so that its contents represents as accurately as possible their learning in the course.
using their portfolios, select evidence that:
· shows their strengths and achievements and best represents who they are (evidence should represent each of the three strands of the course);
· represents an area in which they need to improve;
· represents learning goals that they have met and goals for learning which they yet have to achieve.
using their portfolios and with the assistance of their teacher advisers, review and, if necessary, revise any goals and plans in their Annual Education Plans (mid-year or year-end). They incorporate into their action plans any resource, program, or people support (e.g., mentors, tutors, etc.) that they identified to assist them in the areas of academic achievement, career and education exploration, extra-curricular activities, and community involvement.
design their student-led conference, using materials from their portfolios and Annual Education Plans, to share and discuss the following with parents:
· strengths and achievements; who they are (evidence from three strands);
· area(s) in which they need to improve;
· learning goals they have met and not met;
· goals and plans for next term/semester/year (Annual Education Plan): academic achievement, career and education exploration, extra-curricular activities, and community involvement.
· in consultation with their teacher advisers and parents review their Annual Education Plans. They may find this frame helpful: (1) who I am, (2) how and what I’m doing now, (3) what I want to be, (4) how I am going to get there).
plan, prepare, and participate in their student-led conference by:
· collecting and selecting evidence from their portfolios and preparing their Annual Education Plans as outlined above;
· selecting either a 3-way conference (teacher, student, parent) or a 2-way conference (parent, student that is monitored by the teacher);
· creating a conference agenda for themselves, their parents, and their teachers;
· rehearsing the conference with peers or the teacher working on the following: introductions, listening skills, effective articulation of ideas, taking turns, conflict management, managing emotions;
· describing their expectations for a good student-led conference.
assess/reflect on the conference after it is over.
4. LS3.05X, LS1.03X, LS2.07X, IK1.04X, LS3.08X
Students:
· maintain a portfolio and manage a portfolio process: (Summative; tool: rubric Unit 2, Activity 1, Appendix A);
· design, create, and write a student-led conference agenda:
· complete, clear, organized, error free, appropriate vocabulary (Summative; tool: rubric)
· word processed (Summative; tool: Appendix B, Unit 2, Activity 2 criteria: written presentation, and Unit 4, Activity 2, Appendix B, Communicating Information Rubric)
· create a Learning Plan: as outlined their Annual Education Plan, Conference Agenda, and Goals and Plans section of their portfolios: strengths, barriers, needs, goals, strategies: completion, depth (Summative; tool: checklist);
· demonstrate interpersonal skills: communication, conflict management skills during their student-led conference (Summative; tool: observation checklist or rubric);
· demonstrate personal management skills throughout the preparation process: task completion, adherence to timeline, persistence, seeks assistance (Summative; tool: observation checklist).
Time: 140 minutes
Students work with peers to review and prepare for final semester/year projects, assignments, and tests.
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.02X - use interpersonal and teamwork skills effectively in learning environments.
Specific Expectations:
LS2.03X - demonstrate effective use of study and test preparation strategies in a variety of subjects and evaluate their impact on academic success;
LS2.05X - demonstrate effective use of focus and memory strategies that improve concentration and retention of information;
IK1.04X - use interpersonal and teamwork skills effectively and appropriately in school and in community-based learning activities (e.g., on a sports team, in clubs, at work).
The teacher builds small segments of time into Learning Strategies classes for group ‘strategy’ sessions. Students may work together out of class as well.
As preparation for end of semester/year projects, assignments, tests, and exams, students work in subject specific and learning preference compatible groups to:
· determine areas for the group to review and study;
· brainstorm or design learning/study strategies that individuals in the group can use;
· monitor each other’s progress daily;
· design learning checks (e.g., jeopardy games using subject content, quick summary of key points, etc.);
· assist each other with strategies for research, assignment completion, proofing, editing, etc.;
· switch to another ‘subject area’ as determined by the group’s needs;
· take turns leading the group.
LS2.03X, LS2.05X, IK1.04X
Students:
· keep a record in their student planners or on a chart of areas studied and strategies used;
· compile evidence of effective use of these strategies (tests, assignments, etc.) and note the strategies that were effective (Summative; tool: checklist);
· solve problems and manage conflicts in the group as they arise and use the problem-solving model chart in Unit 4, Activity 2, Appendix A to document their problem-solving process. (Summative; tools: observation and constructed response).
Time: 70 minutes
Students present an exhibition of their best work to peers and, if desired, to parents.
Strand(s): Learning Skills
Overall Expectations:
LSV.01X - demonstrate and use an increasing variety of numeracy and literacy skills;
LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning, and presentation skills.
Specific Expectations:
LS1.03X - demonstrate effective use of a variety of writing forms (e.g., expository, narrative, letter, supported opinion) and use them effectively for a variety of purposes;
LS2.07X - use word processing, graphics, or presentation software effectively to enhance oral and written presentations.
Students:
· keep work in their portfolios that represents significant achievement throughout the year;
· exhibit and present this work and their Personal Learning Project to peers (and/or parents) at year- or semester-end, preparing as follows:
· using their portfolios, select three pieces of work that they would like to share with others in addition to their Personal Learning Projects;
· select at least one sample of work that is related to learning in the school community or larger community;
· create a short (10-minute) presentation to peers, outlining what they learned in each of the three instances, why this learning is/was significant, why they selected these particular examples, and any next steps they have planned for their learning. They use technology for the presentation, as appropriate;
· prepare to demonstrate and explain their Personal Learning Projects, summarize the research/inquiry process that they used, explain how they learned what they learned indicating particular challenges that they had, and describe how they might transfer this learning to other contexts (e.g., where else they can use the learning).
· summarize their presentation in written form and include a rationale for the work they selected.
5. LS1.03X, LS2.07X
Students present key pieces of work and their Personal Learning Projects to peers and submit a written summary and rationale for the work they selected. (Summative; tool: rubric)
Assessment includes: Presentation Skills, Use of Technology, Written Summary and Rationale
(Summative; tool: rubric, Unit 2, Activity 2, Appendix B as well as Unit 5, Activity 4, Appendix A: Oral/Visual Presentation/Demonstration Rubric)
|
CRITERIA |
LEVEL 1 |
LEVEL 2 |
LEVEL 3 |
LEVEL 4 |
|
Communication (clarity) |
- communicates ideas and experiences with limited clarity |
- communicates ideas and experiences with some clarity |
- communicates ideas and experiences with considerable clarity |
- communicates ideas and experiences with a high degree of clarity and confidence |
|
Content (accuracy; depth; organization) |
- many inconsistencies and/or errors in information - scattered and disjointed, limited details relating to topic |
- some inconsistencies in content - ideas loosely connected; some details and description relating to topic |
- consistent and accurate - information presented in logical sequence - all descriptions and detail relate to topic area |
- consistent, relevant and accurate information - presented in a logical sequence that flows - concise description and detail that relate to topic area |
|
Audience/Purpose |
- limited sense of audience and purpose |
- some sense of audience and purpose |
- clear sense of audience and purpose |
- strong sense of audience and purpose |
|
Speaking/Use of Language |
- limited effectiveness – many errors in vocabulary, little eye contact, some mumbling |
- somewhat effective – some inaccurate vocabulary, clearly spoken, eye contact, little expression |
- mostly effective – accurate vocabulary, clearly spoken, eye contact |
- highly effective – accurate vocabulary, clearly and steadily spoken, eye contact, enthusiasm and expression |