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Learning Strategies 10, 11, 12

A Curriculum Resource

Draft, June 2013

Copyright Page

Acknowledgments

The Department of Education gratefully acknowledges the contribution of the following in the creation of this document:

Name Representing

Mike MacSween CBVRSB

Dan Stephenson CCRSB

Janet Brand-Balignasay CCRSB

Cathy Carreau HRSB

Kathy Henning HRSB

Lois Landry SRSB

Brian van den Heuvel SRSB

Kathy Hart TCRSB

Melanie Nickerson TCRSB

Annie Baert Department of Education

Alex Bruce Department of Education

Trudy Johnson Committee Chair,Former Director of ProgramsAnd Student Services, SSRSB

And with appreciation to:

Name Representing

Sue Taylor Foley Department of Education

Sharon McCready Department of Education

Janet Porter Department of Education

Kimberley Jackson Department of Education

Cathy Croft SSRSB

Barbara Welsford SSRSB

Table of Contents

I. Introduction 1

II. Essential Graduation Learnings 2

III. Curriculum OutcomesSection 1: Self and Others 4Section 2: Organization 9Section 3: Transition 14Section 4: Learning Strategies in the Context of Literacy 19Section 5: Learning Strategies in the Context of Numeracy/ 24 Mathematics

IV. Context for Teaching and Learning: Learning Strategies 29

V. Assessment and Evaluation 30

Differentiation and Universal Design 31 Universal Design for Learning (U.D.L.)

Comparison of U.D.L. and Differentiation Universal Design and Learning Strategies Diversity and Equity Education 35 Multiculturalism Gender Issues

Mental Health and the Learning Strategies Student 37

Technology 38 Digital Citizenship 21st Century Learners

Teacher Competencies 41

VI. Activities and Resources 42

VII. Glossary 52

VIII. Bibliography 54

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Introduction

The open elective credit Learning Strategies 10-11-12 would assist students approved through the program planning process to receive specific strategy instruction that focuses both on remediation and compensation based on their own individual strengths and challenges. Students will be encouraged to become actively involved in their learning.

Through the meeting of identified Learning Strategies 10-12 outcomes, the student will gain transferable skills and strategies that will enhance and increase their school engagement and support their efforts towards credit acquisition in other course/subject areas. Students in the Learning Strategies courses will work towards becoming more effective and independent learners.

This will be accomplished across five areas:Awareness of Self and OthersOrganization SkillsTransition SkillsLiteracyNumeracy

Learning Strategies 10-12 will focus on the gradual release of responsibility to support the acquisition of the students’ Essential Graduation Learnings: Aesthetic Expression, Citizenship, Communication, Personal Development, Problem Solving and Technological Competence. The gradual release of responsibility is encompassed in the specific curriculum outcomes from grades 10 to 12. In grade 10 students begin with support, moving to increasing independence in grade 11 and graduating to working independently in grade 12. In the classroom setting this gradual release of responsibility is characterized by the classroom teacher modeling or direct teaching the topic, followed by a supported and re-enforced learning opportunity and culminating with the students completing the work independently.

Learning Strategies 10-12 will provide both whole class and individualized support and will assist each student gain a greater understanding of their preferred learning style, including strengths and challenges. Students will then acquire, demonstrate and apply appropriate learning strategies that can be used across content and curricular areas.

As students in the Learning Strategies class have been referred through the program planning process teachers may find that some students require in depth support with one or more sections while requiring less support in others. Teachers are encouraged to review the student’s learner profile, consult with the student’s other subject teachers and carry out pre-assessments for each section.

Students’ participation in this course will be primarily through the recommendation of the program planning team. Class size should not exceed 15 students in order to best meet the highly individualized instructional component of delivery of curriculum outcomes.

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Students will be helped to achieve curriculum outcomes of their high school courses by improving their skills in basic literacy/numeracy and by acquiring a variety of effective study, organizational and compensatory strategies. There will be opportunities for career exploration, positive self-awareness and skill development with a focus on technology.

Learning Strategies 10-12 will permit students to receive specific remediation as identified through the program planning process. A Universal Design for Learning (UDL) model will provide an inclusive classroom environment for learning to be maximized. Learning Strategies students will have an opportunity to earn a credit towards high school graduation and receive support in their work towards credits in other subjects. The student’s opportunity for success in all subject areas will be enhanced and the likelihood of staying in school and meeting high school completion requirements will be increased.

Learning Strategies are the processes students use to enhance learning.

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Essential Graduation Learnings

Learning Strategies 10 - 12 is organized to help students achieve Essential Graduation Learnings (EGLs) through its individualized focus. It will directly address the essential transdisciplinary learnings as identified in the P.S.P. Students will progress toward attainment of each EGL through classroom experience, as well as through the application of targeted knowledge and skills outside the classroom.

The enhancement of Communication Skills, both oral and written, will be a central feature of interaction and instruction of this course. Students will also be encouraged to recognize how behaviour can be a form of communication

The use of technology will be demonstrated and integrated and its use encouraged for purposes of communication, information gathering and the development of Technological Competence.

Students’ Personal Development will be addressed in the context of awareness of self and others. Career guidance, the provision of individual assistance in the enhancement of skills in socialization, time management and school to work transition will all be focuses for student development.

Opportunities will be provided, as appropriate, for the enhancement of Aesthetic Expression, by encouraging students to use various forms of expression and demonstrating on an ongoing basis, the relevance and value of cultural resources.

The rights, duties, and responsibilities of citizens, at the local, regional, national and global levels, will be explained and discussed to assist students in developing a practical understanding and appreciation of Citizenship. This will also include the responsibilities inherent in digital citizenship.

In all subject areas and discussion contexts, students will be encouraged to and assisted in applying appropriate problem solving techniques. Critical reading and critical thinking skills will be taught directly to enhance Problem Solving capabilities.

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Learning Strategies Curriculum Outcomes Grade 10 -12

Section 1: Awareness of Self and Others

As students move through their high school years it becomes increasingly important for them to have knowledge of their strengths and challenges and understand how they impact their school life, their future career options and their social interactions with others.

Students need to be aware of their interests, skills, and abilities, as well as their values and learning styles. This self-awareness is an important part of the career development process. Greater awareness and appreciation of self and others leads to more positive relationships at school, work and in the community. Students will be required to self evaluate and to critically review their responsibilities as citizens. This requires that students develop, sustain and exhibit ethical and respectful relationships in their face-to-face and on-line interactions with others.

“When the school is a caring and safe place, people are treated with respect and dignity at all times; diversity and inclusion are valued; and people experience a sense of belonging” learning can be maximized. (Increasing Learning Success, Nova Scotia Department of Education, 2008)

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Curriculum Outcomes: Awareness of Self and Others

GCO: Students will demonstrate an understanding of self and others, the similarities and differences that exist among people and apply their understandings in a variety of learning situations

Grade 10

SCO. 1 Students will, with support, identify their learning styles and strengths through a variety of means.

SCO. 2 Students will, with support, identify their learning challenges.

SCO. 3 Students will, with support, communicate in a respectful manner, their learning strengths and challenges as required.

SCO. 4 Students will, with support, identify and employ compensatory learning strategies that will assist them as a learner.

SCO. 5 Students will, with support, identify and utilize a variety of strategies to enhance social competence and digital citizenship.

SCO. 6 Students will, with support, demonstrate an understanding, respect, and recognition of the value of diversity

Diversity describes the differences and similarities that exist among people. This includes race, gender, cultural backgrounds, religion, moral values, education, social status, age, lifestyle, political views, sexual orientation, ability/disability, family, ethnic group, language and geographic origin.

(N.S. Dept of Education, Respect for Diversity: A Planning Resource, 2007)

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GCO: Students will demonstrate an understanding of self and others, the similarities and differences that exist among people and apply their understandings in a variety of learning situations.

Grade 11

SCO. 1 Students will, with increasing independence, demonstrate self-awareness and self-advocacy skills.

SCO. 2 Students will, with increasing independence, demonstrate an understanding of how learning strengths and challenges affect career and life choices.

SCO. 3 Students will, in a respectful manner and with increasing independence, communicate their learning strengths and challenges in a variety of settings.

SCO. 4 Students will, with increasing independence, employ compensatory strategies that will assist them in becoming an independent learner.

SCO. 5 Students will, with increasing independence, demonstrate knowledge and application of social competence and digital citizenship.

SCO. 6 Students will, with increasing independence, demonstrate an understanding, respect and recognition of the value of diversity.

Digital citizens develop, sustain, and exhibit ethical and respectful relationships as contributing members of local and global communities.

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GCO: Students will demonstrate an understanding of self and others, the similarities and differences that exist among people and apply their understandings in a variety of learning situations

Grade 12

SCO. 1 Students will, with independence, demonstrate and apply effective self-advocacy strategies in a variety of settings.

SCO. 2 Students will, with independence, demonstrate how learning strengths and challenges affect career and life choices.

SCO. 3 Students will, with independence, and in a respectful manner, communicate their learning strengths and challenges in a variety of settings.

SCO. 4 Students will utilize compensatory strategies that will enable them to be an independent learner.

SCO. 5 Students will, with independence, demonstrate socially competent behavior and digital citizenship.

SCO. 6 Students will, with independence, demonstrate an understanding, respect and recognition of the value of diversity.

Socially competent behaviour assumes that individuals are contributing members of their local and global communities, problem solve in a contextually appropriate manner and demonstrate respect for self and others. Socially competent individuals display pro-social attitudes and actions, sensitivity towards others, while at the same time demonstrating positive assertive behaviour and self-control.

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Awareness of Self and Others: Suggestions for Assessment

As students move towards increased awareness of self and others there are a number of assessment strategies that can utilized to ensure that learning is taking place. In this section self-evaluation is one of the key strategies. Various paper and on-line self awareness activities can be employed and students should be encouraged to keep a reflective journal or learning log.Knowledge surveys would assist the student identify prior learning and identify areas requiring more support. ‘I learned’ statements will assist the student to capture and reinforce important learning.

Well structured cooperative learning activities and opportunities for collaboration that allow students to work with all members of the class will encourage understanding and respect for diversity. Peer review can be used to provide students with the opportunity to view other students work and provide feedback in a positive, constructive manner.

Students should be encouraged to solicit feedback from their other subject teachers and share this feedback with their Learning Strategies teacher.

Suggestions for Teaching and Learning

This introductory section of Learning Strategies is an opportunity for the teacher to get to know the students and the students to better understand themselves and others. Creating a safe and supportive environment is key to having the students feel confident that they can share information about themselves. Establishing classroom rules of respect and confidentiality, and understanding of diversity helps to create a positive learning environment.

Once the classroom rules are established teachers can engage students in conversation about their learning styles and strategies, and reinforce these discussions with specific activities designed to identify their learning styles. Students, individually or in groups, can identify successful learning strategies that they employ and develop an understanding of the similarities and differences within the classroom. Students can also explore various forms of communication and identify communication strategies that are effective and ones that may have lead to interpersonal conflicts. This provides students with the opportunity to look at aspects of face to face communication such as tone or body language, while also looking at their on-line communication. Students also need to explore various methods for resolving conflicts.

Writing activities such as short stories, poems, posters or video productions that can be shared with others creates an opportunity for students to reflect on themselves and how they present themselves to others.Students can share their interests, skills, information about their families, culture, and aspirations for the future.Teachers can provide students with opportunities to talk and share, and develop understanding, in a positive, supportive environment.

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Section 2: Organization

High school students are expected to become independent learners and decreasingly reliant on teacher, parents, or peers for support. Students who have effective study and organizational skills are more likely to become successful, independent learners.

For some students, explicit teaching of organizational and time management skills is required to move them forward towards independence.

Students in Learning Strategies must learn to break assignments into subtasks, practice effective time management techniques and develop organizational skills that will assist them in the retrieval of necessary information. Current technologies may assist students greatly in this area and a variety of technological options should be explored.

A wide variety of organizational supports and resources are available to students, both in print and on-line, and students should be encouraged to explore a variety of options to find ones that best suit their learning styles and preferences.

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Curriculum Outcomes: Organization

GCO: Students will be expected to apply effective organizational skills and strategies to support learning in a variety of learning situations.

Grade 10

SCO. 1 Students will, with support, investigate and apply organizational strategies in keeping with their individual learning styles and preferences.

SCO. 2 Students will, with support, investigate and apply various time management strategies.

SCO. 3 Students will, with support, investigate and apply critical thinking skills.

SCO. 4 Students will, with support, identify attitudes and behaviours that indicate active engagement in their learning.

SCO. 5 Students will, with support, investigate, develop and apply various study skills and test/examination taking strategies.

SCO. 6 Students will, with support, investigate digital tools and resources that are in keeping with their learner profile to enhance their organization, research and problem-solving skills and increase their productivity.

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Grade 11

SCO. 1 Students will, with increasing independence, apply a variety of effective organizational strategies that are in keeping with their learning styles and preferences.

SCO. 2 Students will, with increasing independence, apply effective time management strategies.

SCO. 3 Students will, with increasing independence, demonstrate critical thinking skills in a variety of settings.

SCO. 4 Students will, with increasing independence, demonstrate active engagement in their learning.

SCO. 5 Students will, with increasing independence, apply effective study skills and test/examination taking strategies.

SCO. 6 Students will, with increasing independence, utilize digital tools and resources that are in keeping with their learner profile to enhance their organization, research and problem-solving skills and increase their productivity.

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Grade 12

SCO. 1 Students will, with independence, apply effective organizational strategies within a variety of settings.

SCO. 2 Students will, with independence, apply effective time management strategies in a variety of settings.

SCO. 3 Students will, with independence, apply critical thinking skills with independence in a variety of settings.

SCO. 4 Students will, with independence, demonstrate active engagement in their learning in a variety of settings.

SCO. 5 Students will, with independence, utilize effective study skills and test/examination taking strategies.

SCO. 6 Students will, with independence, utilize digital tools and resources that are in keeping with their learner profile to enhance their organization, research and problem-solving skills and increase their productivity.

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Organization: Suggestions for Assessment

Helping students develop effective organizational skills and strategies requires an understanding of their learning styles and a recognition of the strategies that will help them have success. For some this may mean a paper and pen activity, but many students have already replaced watches and clocks with their cell phones, and these devices can be employed to support students with their school work. Students can be assessed on the strategies they have put into place to keep track of deadlines and assignment expectations. Electronic devices can also be used for note taking and research and in some classrooms scribblers, binders and other paper resources may be non-existent at times.

Digital availability of check lists, concept maps, and diagrams will help students organize their assignments and provide teachers with the ability to monitor progress on an on-going basis.Collaboration with the students other subject teachers provides an opportunity to assess students on their implementation of test/examination taking strategies.

Students can establish weekly goals for themselves that could be included as part of their self-assessment. Charting this in their journal or portfolio is a way for students to monitor their progress over the long term.


Teachers can lead a discussion with students on the various strategies they employ to organize themselves. Students should be able to link these strategies to their learning styles and preferences and have the opportunity to share strategies with one another. A similar discussion could take place around time management strategies.

Students will need to identify the obstacles to efficient organization and time management. This information can be shared with classmates and teachers may want to implement a peer support system where students can assist each other change ineffective strategies and implement effective ones.

Classroom charts with reminders of important deadlines, whole class electronic notification systems and constant reinforcement of good habits will assist students.

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Section 3: Transition

“Transition is a lifelong process which involves changes in the passage from one stage to another. Important transition milestones occur when a student moves from home to school, from grade to grade, from school to school, or from school to community.” (Transition, A Lifelong Process, Supporting Student Success, Nova Scotia Department of Education)

Transitions are a normal part of life and while most students move from one transition to another with minimal support some students will require additional support to manage the transitions in their life. “When schools implement transition programs, new students have fewer failing grades, fewer discipline referrals, fewer suspensions, fewer absences, and more positive attitudes towards school.” (Increasing Learning Success, Nova Scotia Department of Education, 2008)

Effective transitions are planned, collaborative and comprehensive. For the high school student transition planning may include preparation for living independently for the first time and the student will require support in planning for post-graduation options. “Transition a Lifelong Process” from the Supporting Student Success series provides an overview of the transition planning process and is an excellent resource.

A well-planned, comprehensive, collaborative transition plan will gradually move the student towards independence.

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Curriculum Outcomes: Transition

GCO: Students will be expected to apply effective skills and strategies to support them through a variety of transitional experiences.

Grade 10

SCO. 1 Students will, with support, be expected to identify major transitional experiences and identify the challenges, possibilities, and requirements associated with each transition.

SCO. 2 Students will, with support, review their learner profile to identify strengths and challenges associated with transitioning.

SCO. 3 Students will, with support, be expected to identify and utilize a variety of strategies and resources that will enhance transitioning.

SCO. 4 Students will, with support, explore career and life interests and post-high school options in order to make course selections that are in keeping with their career and life goals.

SCO. 5 Students will, with support, demonstrate involvement in the development and review of their transition plan.

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Grade 11

SCO. 1 Students will, with increasing independence, utilize a variety of strategies and resources to support transitioning to grade 12.

SCO. 2 Students will, with increasing independence, be expected to participate in transition planning activities such as completing job applications, preparing for interviews, or reviewing post-secondary options.

SCO. 3 Students will, with increasing independence, demonstrate self-awareness and self-advocacy skills and strategies.

SCO. 4 Students will, with increasing independence, participate in the review process for their transition plan.

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Grade 12

SCO. 1 Students will, with independence, demonstrate a variety of essential skills and strategies that will support them in the post-high school transition.

SCO. 2 Students will, with independence, complete all necessary post-high school transition activities such as applications to post-secondary educational options or employment applications.

SCO. 3 Students will, with independence, demonstrate effective self-advocacy skills and strategies

SCO.4 Students will, with independence, determine what community resources are in place to support their transition plan.

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Transition: Suggestions for Assessment

Each student should be actively involved in their transition preparations. Check lists that identify the challenges, possibilities and requirements associated with each transition can be cooperatively created. Self-assessment activities can examine the student’s preparedness for each transition. Problem solving activities and role plays can support transition events.

Portfolios (ePortfolio) help students identify their strengths and are valuable tools in career exploration activities. The portfolios may include digital stories about the student or about a specific career that is of interest. ‘I Learned’ statements can be included, as well as specific products related to post high school options.

Interviews with classmates, community members and potential employers support communication and create career awareness. These interviews can be presented orally in class or as a multimedia presentation. Students can be involved in the peer review process through the development and utilization of an assessment rubric.

Suggestions for Teaching and Learning.

As transitions can be a stressful time teachers can lead a discussion about the causes of stress, what it might look like, and the difference between positive and negative stress. Teachers may want to invite the guidance counsellor or other support personnel to participate in this class discussion and offer students some strategies to manage stress in a healthy way.

Often schools will have career day activities and involving the Learning Strategies students in some meaningful way is a positive way to foster career planning.

Inviting guest speakers to the class, creating a Google career related scavenger hunt, or field trips are all ways to expose students to the myriad of career options available to them.

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Section 4: Learning Strategies in the Context of Literacy

The Learning Strategies in the Context of Literacy recognizes that literacy refers to a set of skills that must be integrated across all curricular areas and not restricted to the English/language arts classrooms. Scaffolded and integrated reading and writing activities, combined with differentiated instruction and assessment strategies that recognize the needs and preferences of the student learner are effective for building literacy skills. Teaching literacy in the context of other subject areas reinforces the skills required by the student as well as the integrated nature of Learning Strategies.

Traditionally, literacy has been referred to as the degree to which an individual has the ability to read, write, listen, speak and view within the context of a specific setting. The 21st Century definition has been expanded to include all of the elements of technological literacy.

Based on recent studies literacy intervention within the classroom was found to be most effective when it was a combination of explicit teaching and the introduction and re-enforcement of compensatory strategies and devices. A meta-analysis (Literacy Literature Review for Evidence Based Practices Framework, Northern Territory Department of Education and Training, Australia, 2010) found that adolescence is not too late to intervene and evidence proves that the interventions do benefit older students if the interventions are targeted to meet the students’ learning challenges. This study has very specific implications for the Learning Strategies classroom.

The study found that older students benefit from interventions at both the word and text level and improved knowledge of word meanings and concepts. Specifically targeted instruction, based on diagnosed needs, is most beneficial for learning disabled students.

The Learning Strategies teacher needs to be familiar with each learner profile to determine the level and intensity of support required. Regular and specific feedback, paired with effective instruction will help to address gaps in knowledge and a Universal Design for Learning (UDL) approach will help to provide a supportive learning environment.

Digital Literacy is the ability to use many forms of technology, including, but not limited to, a variety of digital media software applications and hardware devices, such as computers, mobile phones, and internet technology. To understand and enhance their world, digitally literate students use technology ethically, effectively and efficiently. They locate and access information, critically research, evaluate, analyze, organize, communicate and create.

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Curriculum Outcomes: Learning Strategies in the Context of Literacy

GCO: Students will utilize a variety of literacy strategies to enhance reading, writing, speaking, viewing, listening, and comprehension in a range of contexts including spoken, print and multimedia.

Literacy 10

SCO. 1 Students will, with support, demonstrate specific reading strategies and apply them to a variety of contexts including cross curricular.

SCO. 2 Students will, with support, explore and utilize a variety of strategies to enhance communication through writing and other ways of representation.

SCO. 3 Students will, with support, recognize and understand verbal and non-verbal communication.

SCO. 4. Students will, with support, demonstrate knowledge of bias and respect for diversity within a variety of texts and media.

SCO. 5 Students will, with support, explore a variety of strategies that promote critical thinking about text, in terms of content, message, purpose and audience.

SCO. 6. Students will, with support, explore a variety of technologies to support their learning through literacy. This may include questions, advanced organizers, nonlinguistic representations, summarizing and note taking.

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Literacy 11

SCO. 1 Students will, with increasing independence, demonstrate and apply specific reading strategies from a variety of sources, which will increase reading comprehension.

SCO. 2 Students will, with increasing independence, utilize a variety of strategies to enhance communication through writing and other ways of representation.

SCO. 3 Students will, with increasing independence, demonstrate understanding and application of verbal and non-verbal communication.

SCO. 4 Students will, with increasing independence, demonstrate knowledge of bias and respect for diversity within a variety of settings.

SCO. 5 Students will, with increasing independence, apply critical thinking skills and strategies in a variety of contexts and setting.

SCO. 6 Students will, with increasing independence, demonstrate familiarity with a variety of technologies to support their learning through literacy. This may include questions, advanced organizers, nonlinguistic representations, summarizing and note taking.

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Literacy 12

SCO. 1 Students will, with independence, demonstrate and apply specific reading strategies from a variety of sources, which will increase reading comprehension.

SCO. 2 Students will, with independence, utilize a variety of strategies to enhance communication through writing and other ways of representation for a variety of purposes.

SCO. 3 Students will, with independence, demonstrate appropriate social conventions when using forms of communication.

SCO. 4 Students will, with independence, recognize bias in a variety of media and will demonstrate respect for diversity in a variety of settings.

SCO. 5 Students will, with independence, utilize critical thinking skills for a variety of purposes. SCO.6 Students will, with independence, demonstrate familiarity with a variety of technologies to support their learning through literacy. This may include questions, advanced organizers, nonlinguistic representations, summarizing and note taking.

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Learning Strategies in the Context of Literacy: Suggestions for Assessment

Students can represent their learning in a variety of ways that demonstrate their growth in literacy skills both within the Learning Strategies classroom and their other curriculum subjects. A portfolio that contains examples of work from other subject areas encourages the students to make connections between the classrooms. Other subject teachers can also be requested to participate in assessment by providing feedback on student progress.

Demonstrations, journals, multimedia presentations, wordlists, conferences and peer reviews are a sampling of assessment strategies that can be utilized. Oral presentations can be presented electronically and cooperative learning opportunities and opportunities for collaboration should be encouraged.


Discussions and feedback from the students other subject teachers will assist in identifying areas of academic need for each student. Student assignments can be designed with the individual needs of students taken into consideration and the student products assessed to develop specific skills.

Teacher lead discussions that create an awareness of the need for literacy in a variety of settings, opportunities for reading, writing and sharing, and resources that appeal to student interests help to build a rich environment for growth. The creation of a classroom newspaper or website where all students participate could contribute to this environment.

Teachers can also identify apps that support literacy growth and utilize technology to encourage student learning.

Research reveals that unrehearsed oral reading is the single most upsetting activity reported by adolescents about their entire school experience.(Tankersley, Karen, Literacy Strategies for Grades 4 to 12: Reinforcing the Threads of Reading, ASCD, 2005)

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Section 5: Learning Strategies in the Context of Numeracy/Mathematics

Mathematics and Numeracy: The Relationship

The mathematical component of Learning Strategies is designed to support students as they use the processes that are essential for learning, understanding and doing mathematics. Developing numeracy skills is an integral part of the mathematical component.

Students are exposed to mathematics everywhere. Its relevance to successful daily living grows as students move into the adult world as does the necessity for students to become efficient math learners. Numeracy, like literacy, is fundamental to a student’s ability to relate effectively to the everyday world and Learning Strategies teachers can support students by engaging them in activities that help them apply mathematics to their daily activities.

“Numeracy and mathematics share an inherent relationship. On one hand, skills like critical thinking and problem solving, applying technology and understanding data require a solid grounding in mathematical concepts and procedures. On the other hand, knowledge of mathematical concepts and procedures alone is not enough to guarantee numeracy.” (Ontario Ministry of Education, Capacity Building Series, K-12, “Supporting Numeracy”, August 2012)

Mathematical Processes

In keeping with the Western Northern Canadian Protocol (WNCP) Common Curriculum Framework for Grades 10-12 Mathematics* these processes are:

Communication Connections Mental Math and Estimation Problem Solving Reasoning Technology Visualization

The focus in Learning Strategies will be on providing students with specific strategies that will support them as a math learner. These strategies will improve students’ number sense by helping them develop knowledge, skills and an appreciation of mathematical ideas, techniques and applications.

*Western Northern Canadian Protocol Common Curriculum Framework for Grades 10 to 12 Mathematics is a framework developed through a protocol for collaboration between Alberta, British Columbia, Manitoba, North West Territories, Nunavut, Saskatchewan, and Yukon Territory. Nova Scotia entered into an agreement to adopt this curriculum beginning with implementation for grade 10, September 2013.

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Curriculum Outcomes: Learning Strategies in the Context of Numeracy/Mathematics

GCO: Students will demonstrate understanding and effective application of strategies that enhance the use of processes that are identified as essential for the learning of math.

Grade 10

SCO 1. Students will, with support, use various forms of communication to demonstrate their understanding of mathematics.

SCO 2. Students will, with support, connect their prior knowledge and learning experiences to enhance mathematical understanding.

SCO 3. Students will, with support, use strategies that enhance their work in mental math and estimation.

SCO 4. Students will, with support, identify a variety of problem solving strategies and apply them to mathematical situations.

SCO 5. Students will, with support, demonstrate understanding of a variety of mathematical reasoning strategies

SCO 6. Students will, with support, explore and integrate a variety of technologies to enhance their learning in mathematics.

SCO 7. Students will, with support, demonstrate an understanding of a range of visualization strategies and their application.

SCO 8. Students will, with support, explore and integrate strategies that support their understanding of mathematical language.

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Grade 11

SCO 1. Students will, with increasing independence, use various forms of communication to demonstrate their understanding of mathematics.

SCO 2. Students will, with increasing independence, connect their prior knowledge and learning experiences to enhance mathematical understanding.

SCO 3. Students will, with increasing independence, use strategies that enhance their work in mental math and estimation.

SCO 4. Students will, with increasing independence, identify a variety of problem solving strategies and apply them to mathematical situations.

SCO 5. Students will, with increasing independence, demonstrate understanding of a variety of mathematical reasoning strategies.

SCO 6. Students will, with increasing independence, explore and integrate a variety of technologies to enhance their learning in math.

SCO 7. Students will, with increasing independence, demonstrate understanding of a range of visualization strategies and their application.

SCO 8. Students will, with increasing independence, explore and integrate strategies that support their understanding of mathematical language.

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Grade 12

SCO 1. Students will, with independence, use various forms of communication to demonstrate their understanding of mathematics.

SCO 2. Students will, with independence, connect their prior knowledge and learning experiences to enhance mathematical understanding.

SCO 3. Students will, with independence, use strategies that enhance their work in mental math and estimation.

SCO 4. Students will, with independence, identify a variety of problem solving strategies and apply them to mathematical situations.

SCO 5. Students will, with independence, demonstrate understanding of a variety of mathematical reasoning strategies

SCO 6. Students will, with independence, explore and integrate a variety of technologies to enhance their learning in math.

SCO 7. Students will, with independence, demonstrate understanding of a range of visualization strategies and their application.

SCO 8. Students will, with independence, explore and integrate strategies that support their understanding of mathematical language.

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Learning Strategies in the Context of Numeracy/Mathematics: Suggestions for Assessment

Understanding mathematical language often proves to be a barrier to success in mathematics and the creation of mathematical wordlists and check lists can assist the Learning Strategies student build their mathematical literacy.

Assessment practices should be varied and include observations, journals, and projects as well as tests and quizzes. Students should be provided with numerous opportunities to communicate with one another and talk about math. Cooperative learning activities and peer assessments can provide these opportunities. Practice with problem solving activities and concept mapping encourage students to think about math.

On-going and timely descriptive feedback and regular communication with the students’ math teacher help to link assessment and classroom instruction.


Classroom discussions that create awareness of the prevalence of mathematics in everyday activities help to create a positive attitude for learning. It is important for students to feel confident that they can learn math and relating what is happening in the mathematics classroom to prior learning and to common occurrences in their lives helps to build this confidence. Students are more likely to be successful math students if they remain engaged and motivated in school.

Learning Strategies teachers can help students chunk word problems to facilitate understanding.Teachers can support students though guided practice, modeling effective problem solving techniques, integration of appropriate technology, teaching verbalization strategies, and frequent descriptive feedback.

Numeracy is the ability to understand and use numbers with confidence in daily life to estimate, to manage finances, to critically assess data, and to schedule.

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Context for Teaching and Learning: Learning Strategies Grade 10 -12

Learning Strategies is a unique program of studies in that it is designed to support students in both the acquisition of positive life skills and specific curriculum outcomes in other subject areas.

In a rapidly changing, highly technical world, students must be prepared for the demands of the 21st Century and teachers must provide opportunities within the course structure and classroom environment that respect the diversity of the 21st Century learner.

Increased societal expectations have placed pressure on school personnel to deliver a strong academic curriculum while demanding socially responsible behaviour from all students.

Interdepartmental initiatives such as Schools Plus, Go To Educator training, Academy of School Mental Health workshops, anti-bullying initiatives, and the introduction of a grade 9 mental health curriculum are all examples of the response to the need to support students through a multi-agency approach. We now have multiple government agencies, university personnel, and health care providers working together to deliver more comprehensive support for students.

Within the Learning Strategies classroom the need for these supports may be evident as the students have been identified as students with a history of academic and/or behavioural concerns. Learning Strategies teachers are encouraged to develop cooperative relationships not only with their students’ subject teachers and guidance counsellors but also with other staff and community members who may provide social/emotional support for the students. While academic competence is valued and encouraged, social competence is also valued and activities that promote this skill development are to be integrated within the lessons.

A classroom that recognizes and respects diversity, that promotes respect and equality, and encourages risk taking in a safe and supported environment will move students forward both academically and socially. Learning Strategies classrooms provide the opportunity for teachers to create such an environment.

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Assessment and Evaluation

“Assessment is the process of collecting information about student learning. Evaluation follows assessment by using the information gathered to determine a student’s strengths, needs, and progress in meeting the learning outcomes. Evaluation is a judgement about the quality of the information collected in assessment.”(Increasing Learning Success. NS. Department of Education, 2008)

AssessmentAssessment measures student progress and informs instruction. Good assessment practices provide frequent and ongoing feedback and allow multiple opportunities for reflection and self-assessment.

Assessment is part of learning and for this reason students need to be actively involved in the assessment process. Students use assessments for self-improvement and build on prior learning to assess what they already know and what they have to learn.

Students and teachers must have a shared understanding of the outcomes and these outcomes must be clearly communicated to the students. Students can work towards learning targets that are clearly articulated to them. Students who have the opportunity to view exemplars are able to develop an understanding of what constitutes strong and weak work, thus building on their learning and creating an understanding of what improvement would look like.

Flexible assessment practices recognize the learning styles and preferences of students by offering multiple ways of representing that learning. Assessment practices that provide opportunity for self-assessment, peer assessment and teacher assessment create a classroom environment where everyone takes responsibility for learning.

Key to providing effective assessments to students is chunking the tasks into manageable pieces, providing regular descriptive feedback on their learning, and providing multiple options and opportunities to represent their learning.

As Learning Strategies is designed to support students in their other academic curriculum subject areas it is important for the Learning Strategies teacher to develop some sort of regular communication plan with the students other subject teachers. This regular feedback would provide both the Learning Strategies student and teacher with useful assessment information.

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Evaluation

Evidence for evaluation is gathered over time and from multiple sources. Teachers compile their evaluation data from observation and student product and in the case of Learning Strategies the students’ data can also be obtained from the students’ other subject teachers.School Board policies on Assessment and Evaluation contain information on established practices and procedures and teachers should clarify with their students classroom policies regarding late and missed assignments, cheating and plagiarism and acceptable adaptations.

The Nova Scotia Department of Education encourages teachers to become familiar with The Student Evaluation Standards: How to Improve Evaluations of Students. “This document helps teachers to judge their assessment and evaluation practices against four standards: propriety, utility, feasibility, and accuracy.” (Increasing Learning Success, Nova Scotia Department of Education, 2008)

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What? What do I want my students to learn?Why? Why do I want them to learn this?How? How do I want them to learn this? How will I know when they have?

Differentiation and Universal Design

Differentiation

“What we share in common makes us human. How we differ makes us individuals. In a differentiated classroom commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning.” (Tomlinson, Carol Ann. 1995. How to Differentiate Instruction in Mixed Ability Classrooms. Alexandria, VA: ASCD.)

Differentiation of instruction recognizes that students respond best to their learning environment when their individual learning styles and preferences are taken into consideration.

Teachers can facilitate learning by differentiating content, process, products, the learning environment, the use of ongoing assessment and flexible grouping.

In the differentiated classroom accessing the content is essential to the students’ success. A varied, multi-modal approach that includes consideration of auditory, visual and kinesthetic supports all students.

Teachers in the differentiated classroom also align tasks and objectives to the learning outcomes.

The differentiated classroom provides students with a variety of resources that respect their learning styles and preferences and include a variety of formative assessment strategies. Students are expected to be engaged, active participants in their learning in a classroom where assessment is part of the on-going teaching process.

Universal Design for Learning (U.D.L.)

Universal Design for Learning (U.D.L.) is an approach to teaching that considers the diversity of all learners within the lesson design and lesson delivery.

U.D.L. Considers: Class climate Delivery Methods Accessibility of Information Interaction Feedback Evaluation Physical effort and access

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Comparison of U.D.L. and Differentiation

While U.D.L. and differentiation of instruction have differences in approach there are similarities in that they share the goal of helping all students.

Both approaches are designed to meet individual student needs, offer multiple ways to obtain knowledge and skills, emphasize critical thinking, and flexible and timely opportunities for assessment.

Differentiated Instruction is a teaching theory designed to meet the diverse needs of students, while U.D.L. is a curriculum approach to increase flexibility and decrease barriers. Whereas, differentiated instruction may focus on the needs of the students after the lesson has been planned, U.D.L. begins with the lesson planning and addresses learner diversity at the point of curriculum design, by building the tools of differentiation into the curriculum.

For the Learning Strategies teacher knowing the learner profiles of the students would assist in determining the best approach for the classroom.

*Source of table above: Adapted from Education for All, K-6, p. 9 (Ministry of Education Ontario, permission pending)

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Universal Design and Learning Strategies

Teachers have to adapt instruction to meet the diverse needs of learners within Nova Scotia classrooms. U.D.L. recognizes that diversity and provides a framework for addressing the needs of this high school population, ensuring that the supports are incorporated into the developmental stage of the lesson planning, rather than as an add on after the fact.

The U.D.L. curriculum is designed to be accessible to a range of learners with diverse learning styles. Rather than singling out a specific student for intensive support, U.D.L. creates an environment where the uniqueness of all students is considered.

U.D.L grew out of the architectural movement to provide barrier free access to all members of the community. In doing so it was quickly discovered that the removal of barriers meant that all citizens benefited, not just those with disabilities. These principles also apply to the classroom and the key to helping all students achieve is by identifying and removing barriers within the classroom. The curriculum and delivery method barriers include teaching methodologies and assessment practices that are inflexible and learning activities that are not connected to prior learning or students learning preferences. In U.D.L. the environment is seen as disabled, rather than the students.

U.D.L. recognizes that teachers can remove barriers by providing content in differentiated ways and by recognizing the individual learner styles and preferences within the classroom. Teachers can also provide differentiated learning activities and multiple forms of expression and assessment. U.D.L creates an environment that supports a variety of learning styles and preferences, project based learning activities, flexible digital media and 21st Century Learning.

Learning Strategies classes provide a perfect educational environment to move students towards the U.D.L. goal of independence. Multiple options for engagement within the Learning Strategies classroom setting can provide a scaffold of support that can gradually be released as the students move towards independence.

When students understand themselves as a learner and have responsibility for how they learn and represent their learning, independence is fostered.

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Diversity and Equity Education

“Diversity describes the many differences and similarities that exist among people. Some, such as race and gender, might be apparent. Diversity also includes less obvious differences, such as cultural background, religious and moral values, education, social status, age lifestyle, and political views.” (Respect for Diversity: A Planning Resource, Nova Scotia Department of Education, 2007)

Equity refers to fairness and inclusion and within the school environment equity programming is “programming that is designed to remove barriers to equality by identifying and eliminating discriminatory policies and practices.” (Racial Equity Policy, Nova Scotia Department of Education, 2002) The goal of equitable programming is to increase student engagement, prepare students for the future and help them develop as respectful, productive individuals.

Programming for students within the Learning Strategies classroom must be respectful of all diversities and inclusive in nature.

Students have individual learning styles and preferences influenced by the personal, cultural, social and economic factors in their lives. All must be considered within the curriculum delivery and classroom environment.

Multiculturalism

Multicultural Education includes curriculum and pedagogy that recognizes and values the experiences and contributions of all cultural groups. In Canada, multicultural education seeks the inclusion of all racial and cultural groups that have contributed to the creation of a vibrant multiracial, multicultural, multi linguistic, pluralistic Canada.(Racial Equity Policy, Nova Scotia Department of Education, 2002)

In the classroom setting this policy is to be reflected in all aspects of classroom interactions through the creation of a respectful and inclusive classroom environment. Canada has a proud history as a multicultural country in that it was the first country in the world to adopt an official multicultural policy. In doing so it recognized that all citizens are equal, that there is respect for ancestry and identity. This policy encourages a sense of belonging and is a sense that is to be replicated in a classroom that promotes fair and equitable practices.

A multicultural classroom can be achieved through the recognition and appreciation of the diversity of cultural heritage, language, ethnicity, religion and race. A variety of classroom activities that encourage and promote awareness of self and others are encouraged. Students are encouraged to recognize that their world is becoming increasingly diverse and that respectful relationships with others, both through face to face interactions and through electronic connectivity, are expected.

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Canadian statistics currently report (2011) that there are over 200 languages spoken in Canada that are not English, French or Aboriginal. This equates to approximately one fifth of the Canadian population speaking a language other than the two official languages. This figure also equates to the percentage of the population that identifies itself as racially visible.

Gender Issues

Recently, much attention has been given to gender differences in learning and a variety of gender specific curriculum designs, from single sex classrooms to gender specific texts, have been suggested.

Traditionally Learning Strategies classes have been populated with a majority of boys. While the majority of students may continue to be male, and specific support and intervention may be required to address this issue, it is important for the Learning Strategies teacher to recognize all diversity issues within the classroom. Using gender neutral language, demonstrating equal acceptance of all students and adopting anti-sexist practices creates a positive classroom environment.

A 2007 analysis, “Why Are Most University Students Women?” uncovered information that may help to explain the performance gap between girls and boys in high school and may provide valuable information for programming for Learning Strategies students. The authors of the report found “that girls tend to outperform boys by a widening margin as they enter high school and that three quarters of the university participation rate can be accounted for in the following observable characteristics between boys and girls:

school marks at age 15 standardized test score in reading at age 15 study habits parental expectations

(Frenette, Marc and Klarka Zeman, 2007. Why are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences. Statistics Canada.)

Research has shown that if parents attended university there is a stronger correlation that their children will also attend university. However, parental income was not seen a strong factor influencing university attendance.

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Mental Health and the Learning Strategies Student

For students in the Learning Strategies classroom achieving academic success has often been a challenge. These are students who may have difficulty with their academic studies for a number of reasons, including behavioural issues, learning disabilities, poor school attendance, or organizational issues. Mental health issues may also be directly related to the student’s ability to learn or to their desire to attend school.

The co-occurrence rates with a learning disability and anxiety are high and often students who have a learning disability present with anxiety or depressive symptoms. This depressed state compounds the learning challenges for a student who is already academically struggling in that it can interfere with the student’s ability to concentrate, comprehend and remember important information. ADHD and conduct disorders are often associated with literacy problems. (Carroll, J.M., B.Maughan, R. Goodman, and H. Meltzer, Journal of Child Psychology and Psychiatry, 05/2005, 46(5) 524-32)

Classroom activities and assessment strategies that recognize the learning preferences and needs of these students may help to reduce some of the issues of anxiety and make for a more positive classroom experience for the students. However, mental health issues within the classroom should not be ignored and Learning Strategies teachers are encouraged to work cooperatively with guidance counsellors, school psychologists and other professionals to best meet the needs of their students. Curriculum resources that support understanding of mental health and mental illness are identified in the resource section of this document.

Learning is diminished when any of a number of situations occur:>students feel embarrassed>there are unrealistic expectations and deadlines>students feel criticized>students feel that the teacher doesn’t like them>students believe that they cannot succeed>there are “catch you” assessments>there is a one size fits all model for teaching and assessment

Hume, Karen. 2011. Tuned Out: Engaging the 21st Century Learner, Toronto, Pearson.

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Technology

Technology is an integral and essential part of the 21st Century classroom. Students in the Learning Strategies classroom use technology as part of their everyday lives. Cell phones, mobile devices, computers, and other internet technologies are part of the way they live. For most students these technologies are used for playing games, keeping in touch with friends or searching the internet for areas of personal interest. The challenge for the Learning Strategies teacher is to demonstrate to students that these technologies can enhance their learning.

Technology allows students to conduct research, solve problems, communicate with others, access text, collect data and manipulate it, as well as a myriad of other educational options.

Ethical digital citizenship is part of the classroom and community expectation and students are expected to maintain respectful relationships both in school and in the community. In the U.D.L classroom technology is viewed as part of the learning experience and its use is not restricted to students with a diagnosed disability. Mobile devices that are fully accessible to all students have removed barriers and helped to create an equitable learning environment.

A sampling of websites and apps are found in the resource section of this document and are provided as a convenience and do not constitute an endorsement by the Department of Education. Other relevant websites and apps are too numerous to list in this document and teachers are expected to review and evaluate sites according to Department of Education guidelines. A website for the self-evaluation of apps in listed in the resource section of this document.

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Digital Citizenship

21st century students face communication demands and challenges unparalleled by any other generation of students. The prevalence of Facebook messaging, Twitter, Tumble and text chats are but a few of the communication mediums available to students.

For educators the challenge is to prepare students to be responsible technology users in the context of the school, local and global communities.

Digitally responsible citizens demonstrate ethical and respectful behaviour and use technology effectively and efficiently. Digital citizenship is to be embedded within the high school curriculum and within the Learning Strategies classroom digital citizenship would ensure equal access to technology for all students, would promote digital literacy, communication and etiquette, and create an awareness of digital rights, responsibilities and the law. Students would also be expected to understand the need for on-line security, both for personal and financial safety.

Resources on Digital Citizenship are found at http://www.lrt.ednet.ns.ca/

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http://www.lrt.ednet.ns.ca/

21st Century Learners

When we acknowledge that students in the 21st Century can find information anywhere and at anytime we must also acknowledge that the role of the teacher has changed dramatically. No longer the provider of information, the teacher is the facilitator and filter as they help their students analyze and critically evaluate information.

The challenge for 21st Century classrooms is to not only address the needs of the students within that classroom but also predict what skills they will need for a future in a world that is rapidly changing. Students must acquire knowledge that is not based on memorization and regurgitation, but is attained through research and application and is connected to their prior learnings. Students must learn to use technology responsibility and will require teacher support and guidance to do so.

Strong literacy and numeracy skills are essential as students must go beyond the basic reading, writing and mathematical skills and apply numeracy and literacy skills in a variety of contexts to make connections and attain knowledge. Students are expected to be critical thinkers who can create, evaluate, analyze, apply, understand and remember. They must collaborate and share in an environment that respects cultural differences and diversity.

To prepare the Learning Strategies students for the demands of the 21st Century the Learning Strategies teachers must be familiar with the skills required. 21st Century skills have been identified by a number of authors including the four categories provided here by enGauge*

Digital Age Literacy Basic scientific, mathematical, and technological literaciesVisual and information literaciesCultural literacy and global awareness

Inventive Thinking Adaptability and ability to manage complexityCuriosity, creativity, and risk-takingHigher-order thinking and sound reasoning

Effective Communication Teaming, collaboration, and interpersonal skillsPersonal and social responsibilityInteractive communication

High Productivity Ability to prioritize, plan, and manage for resultsEffective use of real-world toolsRelevant, high quality products

enGauge ® 21st Century Skills: Literacy in the Digital Age http://www.ncrel.org/engauge/skills/engauge21st.pdf

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Teacher Competencies

Given the diversity of the learners found within the Learning Strategies classrooms teachers require specific competencies to support these learners.

Masters level training in special education, diverse learners, differentiation of instruction or equivalent programs would provide teachers with the necessary background to address the needs of the Learning Strategies students.

Teachers also require familiarity with the program planning process, classroom management techniques, and an understanding of remediation and compensatory strategies. Strong interpersonal skills will help the teacher create a safe learning environment for students and allow them to communicate with other subject teachers, guidance counsellors, and community resource personnel.

Skills and experience with technology is an essential competency. Technology is an integral part of the UDL classroom and the teacher must be familiar with new programs, apps, websites, assistive technology and other technological options that are beneficial to students.

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Activities and Resources

A Snapshot of our Students.

The following information provided by Statistics Canada may provide some insight into our high school classrooms:

Although there has been a significant improvement in dropout rates over the past ten years, boys are more still more likely to drop out of school than girls. In 2011-2012 from those eligible to graduate, 5.9% of girls did not as compared to 9.7% of boys.

The reason for non-completion of high school for boys was often non-engagement or a desire to work, whereas girls cited personal, family or pregnancy as reasons for non-completion.

The gender differences in student literacy and numeracy rates have been relatively constant since 2003. The 2009 PISA results indicate:

Numeracy Boys 533 Girls 521

Literacy Boys 507 Girls 542

Boys and girls are different in the amount of time they spend on homework. 8.5% of fifteen-year-old boys reported spending no time on homework, compared to 2.5% of the girls. Boys are also more likely to repeat a grade than girls.

In the 2006 census women accounted for 60% of the university graduates.

69.5% of teachers in Canada in 2005 were women.

Females from high-income families were most likely to pursue post-secondary education, while males from low income families were the least likely.

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A Sample U.D.L. Lesson Structure

In the U.D.L. classroom it is important to set clear goals for the lesson that are tied to the curriculum outcomes. Students need to have clear indicators of what they are to learn, what is expected of them, and how they are to meet those expectations. Students should also know why they are learning.

Individualized instruction options provide for flexibility within the lesson structure. Multiple means of representation and presentation allow students to learn and then share their learnings in a manner that provides students with multiple ways to demonstrate their comprehension.

Student progress is to be assessed on an on-going basis by utilizing observation records, performance samples and other formative assessment techniques.

U.D.L. Lesson Structure considers:Representation: Presenting ideas and information in multiple waysAction and Expression: Providing students with multiple ways to communicate learningEngagement: Respecting students interests and learning styles

1. Representation:

Instructional Objectives…Consider what the students are expected to learn? Are described in clear language. Are SMART (Specific, Measureable, Achievable, and Timely). Consider the abilities of all students. Clarify the procedures, expectations, due dates and learning objectives.

Instructional Materials…Present information in multiple formats. Have electronic options to support each lesson. Include copies of materials or access to materials for all students. Include a glossary of new terms.

Teaching Methodology…Tie lessons into prior learning. Start each lesson with an overview of the objectives. Highlight key concepts. Create opportunities for student participation in the learning. Conclude each lesson with a summary of the key points. Uses technology to support and enhance learning opportunities. Present key concepts in multiple ways.

Assessment Methodology…Review learning objectives and create assessment objectives before developing the lesson. Consider multiple means of assessment. Provide instructions for assessments in multiple ways. Provide clear expectations. Provide clear, constructive feedback. Create samples of quality work.

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2. Expression:

Instructional Objectives…Set objectives that guide instruction and assessment. Define expectations and identify supports that may be required. Make appropriate accommodations where necessary.

Instructional Materials…Provide options for students to express what they know (written, oral, videos, web publications, etc). Allow for a variety of forms of communication. Consider time allocation requirements for alternate forms of communication. Prepare students to critique web based resources.

Teaching Methodology…Provides opportunities for students to build skills by having students build on prior learning. Helps students understand themselves as a learner. Helps students respect other students learning styles.

Assessment Methodology…Allows students options for the submission of assignments.Provide constructive feedback on an on-going/timely basis. Encourage self-assessment.

3. Engagement:

Instructional Objectives: Require that teachers become familiar with all support services available to students. Understand what is an appropriate adaptation and share this information with students. Consider student diversity.

Instructional Materials: Represent diverse backgrounds. Set standards. Provide multiple ways of presenting material. Check for electronic options for textbooks. Include a course outline available to all students.

Teaching Methodology…Creates a welcoming class environment. Use technology to increase communication. Illustrates abstract concepts with concrete examples. Includes multiple ways to increase motivation and interest (guest speakers, technology, variety of presentation strategies)

Assessment Methodology…Has students relate new concepts to their own experiences. Provides prompt constructive feedback. Shares student examples of quality work in multiple ways (school newspaper, classroom webpage, etc)

(Adapted outline from Centre for Applied Special Technology, www.cast.org)

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Coping with Stress

Some tips to share with students to cope with academic stress:

> identify what is causing the stress (Missed assignments, trying to do much)>learn to control what you can control (prepared for class, meeting deadlines)>plan ahead and prepare for stressful events (set up your calendar of dates and deadlines)>keep a positive outlook, avoid negative thinking (look at ways to complete tasks, not avoid)>identify and change negative behaviours (poor eating habits, late nights)>change the things in your life that make stressful situations worse (better study area, more sleep)>practice relaxation strategies that work for you (yoga, exercise, meditation)>know when to seek help (talk to your teacher, counselor, parent

Classroom Activity:

Welcome to our classroom: Let’s say hello to each other in as many languages as we can

“I Am Ready To Work” Commercial

Have students prepare a two minute commercial that identifies their strengths and why they should be hired. Students would be expected to brain storm their strengths, link those strengths to possible employment opportunities, write their script and film a commercial selling themselves as a potential employee. Students would work cooperatively to film the commercials.

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Improving Your Reading Strategies (PARR)

(Students can use this as a self help check list for reading)

Preparation:___ Reading is done in an organized manner, with all necessary materials, adequate time and lighting___ I know what I am looking for in my reading (answers to specific questions, background information, etc)___ I reflect on what I already know about this topic to help me understand the newInformation___ I read the titles, subtitles and keywords to help predict what I will learn

Action:___ I reflect on what I have read to ensure that I understand the information___ I take summary notes on important information___ I take notes on what I need to review with my teacher___ I highlight key concepts and ideas___ I try to learn new vocabulary and check for meaning of words I do not understand

Review and Reflect:___ I review my summary notes___ I review any areas of concern with my teacher___ I reflect on what I have learned

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Sample Assessments

(i).RubricRubrics are a useful assessment tool for both teachers and students in that they can improve teaching and contribute to assessment and learning by assessing student products and performances.

The rubric can provide focus to students and provide guidelines regarding teacher expectations.Students can also use rubrics as a self-assessment tool to monitor their own performance and behaviour.

Rubrics are best used for assessment when they are applied to an important topic or concept or when the assignment lends itself to that type of assessment. Good rubrics are time consuming to create and must be done carefully and thoughtfully. Students may view the items to be measured by the rubric as the only ones that are measured and therefore important.Teachers may want to involve students in the development of a rubric. Student involvement in identifying the elements to be assessed is an effective strategy to reinforce student learning.

An example of a possible introductory, team building activity rubric would be to develop one that measures laughing.The United States recently held an international laughing competition. The participants were scored, using a rubric, on a variety of different types of laughs, the volume of the laugh, the duration of the laugh and their total body involvement in the laugh. Students would be expected to identify components to be measured, identify the elements that constitute a strong laugh, the facial expressions that might be associated with a laugh, as well as other body movements.Students in developing this rubric are forced to think about themselves and others in specific situations, recognize social norms associated with this activity, and develop an understanding of the components of a strong assessment rubric.

(ii). Check list (may also be used as self-assessment tool)

Self Awareness:____ Student demonstrates an interest and engagement in learning____ Student identifies area of mastery____ Student identifies areas for further improvement____ Student adjusts appropriately to feedback

Awareness of Others____ Student demonstrates a respect for others____ Student demonstrates an understanding of appropriate behaviour based on the situation____ Student responds appropriately to others

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Organization:

____ Student is able to prioritize tasks____ Student is able to break task assignments into manageable pieces____ Student is able to identify knowledge, skills and resources required for task____ Student is able to establish reasonable timeframe for task completion____ Student is able to identify barriers to task completion____ Student is able to draw on previous experiences for success

Technology:

____ Student is able to identify possible technology resources available ____ Student is able to identify the most appropriate technology to be utilized for task completion____ Student demonstrates the necessary technological competence to complete tasks

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Teacher ResourcesThe resources listed here are but a sample of those available. Teachers are encouraged to visit www.studentservices.ednet.ns.ca as well as the Nova Scotia Department of Education’s document depot for other resources

Awareness of Self and Others Websites:

www.careercruising.com/Often available through guidance services to assist students with career planning

http://www.cprf.ca“When Something’s Wrong: Ideas for Teachers with Troubled Students”

www.cmha.ca/highschool The Canadian Mental Health Association has a range of information available.

http://www.mindyourmind.ca/A site where youth can get information and resources.

http://www.studygs.net/index/htmAn excellent site on study guides and strategies provided in multiple languages

http://www10.hrsdc.gc.ca/es/English/all_profiles.aspxThe HRSDC site compares careers and essential skills.

www.teenmentalhealth.orgProvides resources and support for adolescents

Apps

7 Notes Premium (Supports students with LD with difficulties with written output)

AppWriter US (Supports students for reading input and writing output)

Ibooks, Enhanced Books, eTextbooks

VBookz PDF Voice Reader (For students with print based disabilities)

Tools4Students (Supports students with organizing ideas)

Khan Academy (Supports multiple modality learning)

Awesome Note (Supports organization)

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http://www.teenmentalhealth.org/

http://www10.hrsdc.gc.ca/es/English/all_profiles.aspx

http://www.studygs.net/index/htm

http://www.mindyourmind.ca/

http://www.cmha.ca/highschool

http://www.cprf.ca/

http://www.careercruising.com/

Paperport Notes (Supports students with written output)Math (Provides repetition of math concepts)

Gender Issues

Exploring the “Boy Crisis” in Education, by Dr Paul Cappon, Canadian Council on Learning, January 2011

Racial Equity and Cultural Proficiency Framework, N.S. Department of Education, 2100

Racial Equity Policy, N.S. Department of Education, March 2002

Raising and Educating Healthy Boys, Educational Equity Center at AED, 2005

Respect for Diversity: A Planning Resource, N.S. Department of Education, 2007

The Road Ahead: Boy’s Literacy Teacher Inquiry Project 2005 to 2008, Ontario Ministry of Education, 2009

21st Century Learning

21st Century Skills: Rethinking How Students Learn, Edited by James Bellanca and Ron Brandt,2010, Solution Tree Press, Bloomington, In

Literacy

Adolescent Literacy Resources: Linking Research and Practice, Julie Meltzer, with Nancy Cook Smith and Holly Clark, The Center for Resource management Inc., New Hampshire

A world of Words: Enhancing Vocabulary Development for English Language Learners, Capacity Building Series, Ontario Ministry of Education, October 2009

Cross Curricular Reading Tools, The Council of Atlantic Ministers of Education and Training, 2006

LD Resource Guide, Accommodations, Learning Strategies, Assistive Technology and Universal Design for Instruction, College Committee on Disability Issues, July 2008

Self-Evaluation of Software

http://ictic.hrsbteachers.ednet.ns.ca/documents/self-evaluation-classroom-apps-auto%C3%A9valuation-des-apps-pour-la-salle-de-classe

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Universal Design for Learning

Universal Design for Learning in the Classroom, Edited by Tracey E Hall, Anne Meyer, and David H. Rose, 2012, The Guilford Press, New York

Websites http://www.lrt.ednet.ns.ca Information on Digital Citizenship and Anti bullying programs.

www.ea-software.comAn on-line learning styles inventory

http://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/tools_audience/numeracy_self_assessment.shtmlNumeracy assessment

50http://www10.hrsdc.gc.ca/es/English/all_profiles.aspxCompares skills and interests with career options

http://www.webquest.org Encourages collaboration to solve authentic problems http://lrt.ednet.ns.ca

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http://lrt.ednet.ns.ca/

http://www.lrt.ednet.ns.ca/

Glossary

Digital CitizenshipDigital citizens develop, sustain, and exhibit ethical and respectful relationships as contributing members of local and global communities. Digital literacy underpins digital citizenship.

Digital LiteracyDigital literacy is the ability to use many forms of technology- including but not limited to a variety of digital media software applications and hardware devices, such as computers, mobile phones, and internet technology. To understand and to enhance their world, digitally literate students, use technology ethically, effectively and efficiently. They locate and access information, critically research, evaluate, analyze, organize, communicate and create.

Differentiated InstructionDifferentiated instruction is the recognition of students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.

DiversityDiversity describes the many differences and similarities that exist among people. Some, such as race and gender, may be apparent. Diversity also includes less obvious differences, such as cultural background, religious and moral values, education, social status, age, lifestyle and political views.

Essential SkillsEssential Skills are the skills needed for the workplace. They include those skills associated with literacy, as well as the following five skills:

Computer Use Thinking Oral Communication Working with Others Continuous Learning

The Government of Canada and other national and international agencies have identified and validated these key Essential Skills for the workplace. These skills are used in nearly every job and at different levels of complexity. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. (Statistics Canada, www.statscan.gc.ca)

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http://www.statscan.gc.ca/

Executive Functioning“Executive functions can be thought of as a set of multiple cognitive capacities that act in a coordinated way. Executive functions are directive capacities that are responsible for a person's ability to engage in purposeful, organized, strategic, self-regulated, goal-directed processing of perceptions, emotions, thoughts, and actions. As a collection of directive capacities, executive functions cue the use of other mental capacities such as reasoning, language, and visual-spatial representation.” McCloskey, George, Lisa A. Perkins, Bob Van Diviner, 2009. Assessment and Intervention for Executive Function Difficulties. New York: Routledge. (pg. 15)

LiteracyTraditionally, literacy has been referred to as the degree to which an individual has the ability to read, write, listen, speak and view within the context of a specific setting. The 21st Century definition has been expanded to include all of the elements of technological literacy.

Numeracy Numeracy is the ability to understand and use numbers with confidence in daily life to estimate, to manage finances, to critically assess data, and to schedule.

Trans-disciplinary LearningTrans-disciplinary learning is the exploration of a relevant issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences.

Universal Design for Learning (UDL)Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Universal design is attained by means of flexible curricular materials and activities that provide alternatives for students. As much as possible, these "designed-in" alternatives, which include different assistive technologies and cognitive supports, do not have to be added by teachers.

WNCP CCF for 10-12 MathematicsWestern and Northern Canadian Protocol (WNCP) Common Curriculum Framework(CCF) for Grades 10–12 Mathematics: was developed by the seven ministries of education (AB, BC, MB, NU, NT, SK and YT) in collaboration with teachers, administrators, parents, business representatives, post-secondary educators and others. The framework identifies beliefs about mathematics learning and teaching, general and specific outcomes, and achievement indicators agreed upon by the seven jurisdictions.

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hrsbstaff.ednet.ns.cahrsbstaff.ednet.ns.ca/bwelcher/MILLWOOD COURSE PA… · Web viewLearning Strategies 10-12 will focus on the gradual release of responsibility to support the