LOCALLY ACQUIRED/ADAPTED/DEVELOPED COURSES LEARNING ... Strategies 2011 … · Learning Strategies 15, 25, 35 (2011) Page 1 LOCALLY ACQUIRED/ADAPTED/DEVELOPED COURSES LEARNING STRATEGIES

Learning Strategies 15, 25, 35 (2011) Page 1

LOCALLY ACQUIRED/ADAPTED/DEVELOPED COURSES LEARNING STRATEGIES 15, 25, 35 (2011)

Reference – Alberta Education Policy, 1.2.1, Education Programs and Services – Locally Developed/Acquired and Authorized Junior and Senior High School Complementary Courses

The following program does not overlap with provincially developed courses.

**This course is based upon the approved programs ‘Learning Strategies 15 – 25’ created by Edmonton Public Schools and ‘Learning Strategies 15, 25, 35’ created by St. Albert Protestant Schools, which have been acquired and adapted with permission by the Calgary Roman Catholic Separate School District No.1

School Authority

Calgary Roman Catholic Separate School District No. 1

Schools where course is to be offered

Bishop Carroll, Bishop Grandin, Bishop McNally, Bishop O’Byrne, Father Lacombe, St. Francis, St. Mary

*Note – This program may be offered at additional locations as need arises

Grades at which the course is to be offered

10, 11, 12

Credit Allocations - Senior High Applicability

LDC1146 Learning Strategies 15 (3 and 5 cr.)



(No pre-requisites required for any course; i.e., students may take LS 25 without LS 15)


RATIONALE FOR BOARD MOTION According to Alberta Learning Policy 1.2.1 – Locally Developed/Acquired and Authorized Junior and Senior High School Complimentary Courses “approval of a locally developed acquired course (junior and/or senior high) shall be by Board motion and shall be for a maximum duration of three years”

COURSE DESCRIPTION

This learning strategies course of study has been designed to assist high school students in developing an in depth understanding of strategies they can use to be successful learners. Through explicit instruction, guided practice and ongoing feedback students will have the opportunity to apply a broader scope of strategies to maximize their learning and achievement. In a rapidly changing technological, information based society students will need to acquire the knowledge, skills and attitudes to meet the increased demands of high school, to make the transition from school to post-secondary education or the world of work, and to meet the challenges of changing career choices and requirements. This course is designed to have students become actively involved in their learning and take greater responsibility to plan, monitor, and evaluate their learning. It includes developing an understanding of themselves as learners, increasing their ability to become organized, managing human and material resources, planning long and short term goals, and managing time to gain competency in learning independently, preparing for evaluation, overcoming barriers to learning, and advocating for personal learning needs. Increased knowledge, practice, and appreciation of these areas will assist students in developing a personal system of approaching learning with greater self confidence, efficiency, becoming life long learners who are able to transfer the acquired knowledge, skills, and attitudes to any learning situation in school and in their personal lives.


ANTICIPATED ENROLMENT

Learning Strategies 15, 25, 35 is designed to focus on the individual learning interests and concerns of a student. This course is open to all coded students. It will be only offered to other students upon the recommendation of a professional staff member. Students entering the course will have demonstrated and communicated a genuine

desire to address the learning issues they are experiencing. (e.g. A student who has decided to enrol in a course, even though he/she does not have recommended mark for entry, should enrol concurrently in the Learning Strategies Course in order to receive additional support and remediation).

Students may register for this course through a referral from their teacher,

administrator or counsellor. Students who register in this course must have a suitable opening in their timetable

and must meet admission requirements as outlined in this document. Students referred to the Learning Strategies course should have average to above

average intelligence and may exhibit a significant discrepancy between their verbal and nonverbal reasoning abilities as determined by prior psycho educational testing.

This course will have an approximate enrolment of 20 students per 3 or 5-credit

block. Anticipated District enrolment is approximately 500 students per year. If, after a fair adjustment period, it is found that a student is not benefiting from the

course, or whose behaviour is found to be detrimental to the progress of other students, alternative placement will be investigated and may involve the student withdrawing from this course.


GENERAL COURSE EXPECTATIONS

Students will be expected to demonstrate competencies in the following areas: 1. Understanding Self as Learner

Students will: develop an understanding of learning styles, and learning preferences gain an understanding of learning difficulties and/or diagnosed learning disabilities,

as well as learning strengths and affinities identify, implement and monitor the effectiveness of appropriate accommodations

and compensatory strategies for learning difficulties and/or disabilities, as well as appropriate applications learning strengths and affinities

develop an understanding of personal attitudes, beliefs and emotions that support learning

apply knowledge of the student as a learner in a group apply knowledge of self as a learner in developing life-long learning

2. Organization and Management of Time and Resources (Human & Material)

Students will: develop an understanding of the purpose and importance of organization and

management demonstrate the ability to apply organizational and management strategies and

skills, understand the importance of time management and demonstrate the ability to

manage time wisely understand and manage a range of resources including human resources demonstrate the ability to set goals, to establish, implement, monitor, evaluate and

revise a plan of action


3. Understanding the Learning Process Students will: develop skills and strategies to acquire and clarify information for a variety of

purposes develop skills and strategies to consolidate and remember information for a

variety of purposes

4. Assessment and Evaluation Students will: develop skills and strategies to demonstrate learning for assessment purposes develop skills and strategies for success with various types of tests

5. Self-Advocacy Students will: Identify elements which impede or enhance success in learning develop solutions to deal with barriers to learning and anticipate the consequences

of those solutions evaluate effectiveness of self-advocacy efforts

SPECIFIC COURSE EXPECTATIONS The following lists specific course expectations for each of the five strands within the 15, 25 and 35 levels. 1. Understanding Self as Learner

Understanding self as learner requires that students increase their personal awareness through appraising and accepting their learning styles, preferences, strengths, difficulties and/or diagnosed disabilities, interests and affinities. Students will apply their knowledge of self to select, monitor and modify learning strategies that enable them to take risks, overcome obstacles, and maximize their potential for learning success.


Students will: • Develop an understanding of learning styles and learning preferences

Level 15 recognize that are a variety of learning styles, such as:

o concrete vs. abstract and sequential vs. random o holistic (big picture) vs. analytic (details) o verbal (language-based) vs. visual (imagery-based)

recognize that people have a variety of learning preferences, affecting areas such as:

o sensory modality (auditory, visual, tactile/kinaesthetic) for inputting, consolidating and demonstrating learning,

o amount and type of sound in the environment o visual conditions in the environment (e.g. lighting, visual displays,

visible movement) o working alone, working with a partner, or working in groups o duration of work periods (longer, intense segments vs. shorter, more

frequent segments) o time of day and levels of alertness

identify the qualities of a variety of social environments in which learning occurs, including large group classes, small groups, one-on-one and independently

Level 25 identify some specific qualities of one’s personal learning style, and how this

compares with the learning styles of others, in areas such as o concrete vs. abstract and sequential vs. random o holistic (big picture) vs. analytic (details) o verbal (language-based) vs. visual (imagery-based)

identify some specific personal learning preferences, and how this compares with the learning preferences of others, in areas such as:

o sensory modality (auditory, visual, tactile/kinaesthetic) for inputting, consolidating and demonstrating learning,

o amount and type of sound in the environment o visual conditions in the environment (e.g. lighting, visual displays,

visible movement) o working alone, working with a partner, or working in groups o duration of work periods (longer, intense segments vs. shorter, more

frequent segments) o time of day and levels of alertness


identify a variety of learning environments beyond the classroom and what contributes to success in those environments

Level 35

apply and communicate clearly about personal learning style in a variety of contexts, and its impact on one’s learning

apply and communicate clearly about personal learning preferences in a variety of contexts, and its impact on one’s learning

independently identify a variety of learning environments beyond the classroom and what contributes to success in those environments

• Gain an understanding of learning difficulties and/or diagnosed learning

disabilities, as well as learning strengths and affinities Level 15 recognize and accept that individuals differ in learning strengths, challenges,

interests, affinities and experiences become aware of one’s identified learning difficulties and/or diagnosed

learning disabilities investigate and identify one’s own learning strengths, challenges, aptitudes,

interests and affinities

Level 25 explore ways to show acceptance of individual differences in learning

strengths, weaknesses, interests, affinities and experiences demonstrate knowledge of personal learning difficulties and/or diagnosed

learning disabilities demonstrate knowledge of personal learning strengths, aptitudes, interests

and affinities Level 35 demonstrate acceptance of individual differences in learning strengths,

weaknesses, interests, affinities and experiences communicate clearly to others about one’s identified learning difficulties or

diagnosed learning disabilities communicate clearly to others about personal learning strengths, challenges,

aptitudes, interests and affinities


• Identify, implement and monitor the effectiveness of appropriate accommodations and compensatory strategies for learning difficulties and/or disabilities, as well as appropriate applications of learning strengths and affinities

Level 15

recognize that a repertoire of accommodations and compensatory strategies

is beneficial to maximizing learning potential identify specific accommodations and compensatory strategies appropriate to

one’s learning difficulties and/or disability in order to maximize learning potential

o identify personal learning strategies that are effective and not effective o recognise benefits of feedback and suggestions and apply them where

appropriate o demonstrate flexibility by making adjustments in strategies as needed o demonstrate a positive attitude to alternate strategies (“I can try this.”)

explore ways in which personal strengths and affinities can support learning o e.g. where alternatives exist, select assignments in curriculum subject

areas to utilize strengths and affinities

Level 25 refine one’s repertoire of accommodations and compensatory strategies to

maximize learning potential generate, implement, monitor for effectiveness, and modify specific and

appropriate accommodations and compensatory strategies, to maximize learning potential

o apply to a broader range of contexts including home, work, leisure and community

o analyze the efficiency of strategies in depth o integrate feedback from others with self-monitoring o apply new understandings of self to adjust strategies as required

identify specific ways in which personal strengths and affinities support learning

Level 35 refine one’s repertoire of accommodations and compensatory strategies to

maximize learning potential, and communicate these clearly to others independently generate, implement, monitor for effectiveness, and modify

specific accommodations and compensatory strategies appropriate to one’s


learning difficulties and/or disability, across a broader range of contexts including home, work, leisure and community, to maximize learning potential

o apply to a broader range of contexts including home, work, leisure and community

o independently analyze the efficiency of strategies in depth o independently integrate feedback from others with self-monitoring o independently apply new understandings of self to adjust strategies as

required demonstrate flexibility of strategy use within different learning environments implement specific ways in which personal strengths and affinities support

learning, and monitor for effectiveness.

• Apply knowledge of the students as a learner in a group

Level 15

identify differences between individual and group learning contexts demonstrate an understanding and concern for the viewpoints of others demonstrate courtesy and self control develop an understanding and tolerance of the differences in others recognize and respect personal space, property, and time of others develop awareness of strategies that enhance the effectiveness of learning

within a group context Level 25 demonstrate an understanding of various roles within a group identify their preferred role in a group demonstrate flexibility by being able to play a variety of roles within a group implement and evaluate effectiveness of strategies used in group learning

Level 35 demonstrate an understanding of various roles within a group identify their preferred role in a group and demonstrate independence through

actively involving themselves in group learning situations independently demonstrate flexibility by being able to play a variety of roles

within a group and supporting others’ efforts in a positive way independently implement and evaluate effectiveness of strategies used in

group learning


• Apply knowledge of self as a learner to develop a commitment to life-long learning

Level 25 identify career paths which match personal learning styles, preferences,

strengths and affinities demonstrate a responsibility for learning by teaching others identify sources for learning in the community such as institutions, agencies,

interest groups, service groups identify qualities of a life-long learner such as curiosity, persistence, striving

for accuracy, questioning, withholding judgement, flexibility, willingness to learn interdependently, applying past knowledge, thinking about one’s own thinking and remaining open to continuous learning

appreciate that the immediate community and beyond offer continued opportunities for learning

Level 35

identify career paths which match personal learning style/preference demonstrate a responsibility for learning by teaching others identify sources for learning in the community such as institutions, agencies,

interest groups, service groups identify qualities of a life-long learner such as curiosity, persistence, ability to

withhold judgement, flexibility, and willing to teach others appreciate that the immediate community and beyond offer continued

opportunities for learning identify specific areas/paths which are of interest create an action plan detailing their direction after high school

2. Organization and Management of Time and Resources (Human & Material)

Students will: • Develop an understanding of the purpose and importance of organization

and management

Level 15 identify attributes of organizing for learning such as time, sequencing tasks,

goal setting, and managing resources identify the benefits of good organization and management and

consequences of poor organization and management


understand the importance of establishing priorities for academic and personal needs

Level 25 identify a range of personal organizational systems for learning identify the pros and cons of various levels of organization recognize the impact organization has on the perception that others have of a

person

Level 35 create a plan that identifies their most effective personal organizational

systems for learning and details how this will be utilized in various learning situations

• Demonstrate the ability to apply organizational and management strategies and skills

Level 15 identify strengths and limitations of current personal organization strategies develop strategies to organize assignments including deadlines, method of

evaluation, and format of resources Level 25 reassess strengths and limitations of current personal organization apply organizational and management strategies/skills to new settings and

situations including home, work, leisure, and community define and recognize personal responses to stress that stem from

organizational and management difficulties create an action plan that can be referred to in future stressful situations

Level 35 independently apply, and reflect upon the effectiveness of, organizational and

management strategies/skills as applied to new settings and situations including home, work, leisure, and community


implement, evaluate and modify a personal action plan to address stress that stems from organizational and management difficulties

• Understand the importance of time management and demonstrate the ability to manage time wisely

Level 15 identify efficient and inefficient uses of time develop strategies to allocate time on a daily, weekly, monthly, and semester

basis develop strategies to monitor time use

Level 25 identify ways to cope with procrastination and inefficient use of time self-monitor time use and make modifications as necessary identify and appreciate the effects of good time management

Level 35

independently recognize situations in which procrastination and inefficient use

of time is affecting a successful outcome independently monitor time use and make modifications as necessary

• Understand and manage a range of resources including human resources

Level 15 identify human and material resources required to be successful in a learning

task evaluate personal use of human and material resources, from having use of a

pencil to accessing information on the Internet Level 25 assess personal use of human and materials resources demonstrate confidence and independence in accessing human and material

resources both in and out of the school setting


Level 35

assess personal use of human and materials resources and independently utilize a problem solving approach if /when concerns arise

confidently and independently access human and material resources both in and out of the school setting

• Demonstrate the ability to set goals and to establish, implement, monitor, evaluate and revise a plan of action

Level 15 demonstrate an understanding of the processes involved in goal-setting,

problem-solving and decision making develop and evaluate the processes one uses for short term and long term

goal setting, problem-solving and for decision making identify constraints and alternatives in the goal-setting, problem-solving and

decision making processes develop personal criteria to determine growth in goal-setting, problem-solving

and decision making Level 25 reassess, modify and extend the processes used for setting short and long

term goals, problem-solving and for decision making apply goal setting, problem-solving and decision making processes in a

variety of situations including home, work, leisure, and community reassess and modify one’s personal criteria for growth in goal-setting,

problem-solving and decision-making

Level 35 independently reassess, modify and extend the processes used for setting

short and long term goals, problem-solving and for decision making independently apply goal setting, problem-solving and decision making in a

variety of situations including home, work, leisure, and community independently apply, monitor, and modify one’s personal criteria for growth in

goal-setting, problem-solving and decision-making


3. Understanding the Learning Process

Students will: • Develop skills and strategies to acquire and clarify information for a variety

of purposes

Level 15 • describe purposes for making notes such as to:

o focus attention o capture information o connect new learning with previous knowledge o clarify information o organize information o support retention o prompt and support further inquiry

• identify strategies currently used to make notes • extend strategies used to make notes, such as:

o date o number page o use of point form, not full sentences o use of abbreviations o key words and phrases o leaving sufficient space to reorganize and add on o use of coloured pens or highlighters to emphasize key ideas, titles,

definitions, etc • develop an awareness of a variety of media to use to make notes, such as:

o pencil and paper using words and/or images o computer – various options such as Word, PowerPoint, Inspiration,

WYNN, etc. o voice notes

• develop awareness of application of note-making techniques to various media (lecture, discussion, movie, graphic, web page, demonstration, first hand experience, etc. )

• demonstrate an awareness of the usefulness of notes in clarifying information and posing questions

Level 25

• analyze personal note making strategies • develop awareness of several additional note-making techniques, such as:

o two column notes with study questions, visuals and/or key words (Cornell System)


o Venn Diagrams for comparing and contrasting topics o incorporating a timeline along which to anchor a sequence o 3-D graphic organizers (also known as foldables) o concept mapping, either by hand or using Inspiration software

• select, trial and evaluate several new note-making techniques • develop and implement improvement plan for note making

o determine what improvements are to be made o establish an action plan for improvement o establish timelines and benchmarks for the plan

• apply note-making techniques to various media (lecture, discussion, movie, graphic, web page, demonstration, first hand experience, etc.)

• explore ways to use notes to clarify information and pose questions

Level 35

• identify and communicate clearly about effective personal note making techniques

• sharpen and apply efficient note making techniques across a variety of media for the purposes of acquiring and clarifying information

• actively use notes to clarify information and pose questions • Develop skills and strategies to consolidate and remember information for a

variety of purposes

Level 15 • develop an understanding and appreciation for study skills and their benefits • identify and explore strategies for effective study such as:

o daily review o highlighting or underlining key words, phrases, titles and subtitles o using coloured pens or highlighters to organize information o questioning and self-talk o graphic organizers o reading aloud o re-writing or typing notes on word processor o listening to text read out loud using text-to-speech software (e.g.

WYNN), highlighting words and phrases, and creating lists from which to study

o over practicing concepts o showing formulas, showing all steps o study cards o mind mapping


o writing in margins o audio taping o questions and answers o consolidate information by creating and reviewing study questions, o consolidate information by transferring it into a different modality (e.g.

text transformed into a visual form such as chart, diagram, mind map, metaphor, or

o working with a study partner or study group investigate personal memory strengths and challenges

• become aware of additional memory techniques such as: o mnemonics o first letter association technique (acronyms) o visualizing and verbalizing o chunking o categorizing o intermittent practice o over-learning o peg words o LOCI

• select , trial and evaluate several new memory techniques • develop an independent study plan

o complete a study schedule before exams o complete a review schedule for use during the week o use a calendar or agenda to record due dates

Level 25 • identify underlying components of a good study system • extend repertoire of study strategies, incorporating knowledge of one’s

learner profile (learning styles and preferences, strengths, challenges, affinities, etc) by selecting, trialing and evaluating new techniques

• develop and implement improvement plan for applying study strategies: o determine what improvements are to be made o establish an action plan for improvement o establish timelines and benchmarks for the plan o evaluative effectiveness of the plan o make adjustments as needed to the plan

• extend repertoire of memory techniques by selecting, trialing and evaluating new techniques

• develop and implement improvement plan for applying memory techniques: o determine what improvements are to be made o establish an action plan for improvement o establish timelines and benchmarks for the plan


o evaluative effectiveness of the plan o make adjustments as needed to the plan

Level 35

independently utilize an effective study system independently extend and apply a repertoire of effective study strategies independently select, assess, and modify strategies for specific study

purposes independently identify, and be able to effectively communicate, areas of

weakness and strength and make appropriate adjustments to a personal study planning system

identify and communicate clearly about effective personal memory techniques independently extend, apply and sharpen a repertoire of memory techniques actively use memory techniques to consolidate and remember information

and pose questions

4. Assessment and Evaluation

Students will: • Develop skills and strategies to better demonstrate learning for assessment

purposes

Level 15 develop an awareness of the way in which learning will be assessed during a

course of study develop an awareness of criteria used to assess various types of learning

products such as: o oral demonstrations (presentations, response to questions, classroom

discussion, etc.) o essays, reports and other written products o graphic products (illustrations, charts, collages, diagrams, concept

maps, etc.) o 3-dimensional products (models, constructions, dioramas, etc.) o enacted products (dramatizations, role plays) o technology-based products (PowerPoint presentations, photo essays,

Inspiration, Inspiration concept maps or outlines, etc.) o audio recordings o video presentations o performance assessments (science experiments, phys. ed.

performance, Home Economics procedures, etc.)


o portfolios o group products

demonstrate awareness of choices amongst assessment products, explaining and relating selections to learner profile

appreciate ongoing assessment as an essential part of learning participate in self-monitoring and tracking of assessment results Level 25 clearly communicate the way in which learning will be assessed during a

course of study develop and implement a plan to succeed on course assessments, monitoring

and adjusting this as needed make, monitor and modify choices amongst assessment products, in relation

to learner profile and potential for course success select, trial, evaluate and modify strategies to maximize assessment results

across a variety of learning products participate in and monitor the effectiveness of self-assessment and tracking of

assessment results Level 35 independently investigate and clearly communicate the way in which learning

will be assessed during a course of study independently develop and implement a plan to succeed on course

assessments, monitoring and adjusting this as needed independently and strategically choose from amongst assessment products in

order to maximize potential for course success, in relation to learner profile independently apply, monitor and modify strategies to maximize assessment

results across a variety of learning products independently self-assess and track assessment results

• Develop skills and strategies for success with test taking

Level 15 recognize the symptoms and positive and negative impact of anxiety on test-

taking identify strengths and limitations of current anxiety reduction strategies develop awareness of , select, trial and evaluate several additional strategies

to cope with evaluation anxiety such as: o breathing techniques


o visualization, o physical activity o avoiding peers prior to exam o being prepared

develop awareness of skills helpful in managing evaluation and test-taking such as to:

o bring appropriate materials and resources o preview the format, o consider weighting of marks o determine order of response o allocate time o review responses

develop awareness of, select, trial and evaluate test-taking strategies appropriate for various types of testing such as:

o multiple choice o true/false o cloze o short answer o essay o matching o open book o combined formats

implement and assess the effectiveness of accommodations provided for test taking

recognize and appreciate readiness for evaluation Level 25 extend, apply and refine repertoire of strategies to reduce test anxiety develop and apply a personal system to manage evaluation and test-taking

which includes all of the following: o bring appropriate materials and resources o preview the format, o consider weighting of marks o determine order of response o allocate time o review responses

extend and refine repertoire of test-taking strategies appropriate for various types of testing such as:

o multiple choice o true/false o cloze o short answer


o essay o matching o open book o combined formats

implement, assess the effectiveness of, and refine accommodations provided for test taking

Level 35

independently apply and evaluate personal anxiety reduction strategies apply and communicate clearly to others a personal system to manage

evaluation and test-taking which includes all of the following: o bring appropriate materials and resources o preview the format, o consider weighting of marks o determine order of response o allocate time o review responses

apply and communicate clearly to others accommodations provided for test taking

5. Self-Advocacy

Self-advocacy involves the communicating of the knowledge of personal needs as a learner. Students will be expected to develop the necessary skills and attitudes to be able to communicate learning successes and their consequences, learning problems, and learning solutions to others. This is accomplished by asking questions, self evaluating, being proactive and seeing how attitude, beliefs, positive action and communication influence results. Students will: • Identify elements which impede or enhance success in learning

Level 15

identify barriers to learning success such as fear of failure, course selection,

personality differences, and negative self talk identify elements which support learning such as positive self talk, material

and human resources, positive attitude, and courtesy understand that self-advocacy is important to accepting personal

responsibility for learning


Level 25 reassess barriers to learning and identify new barriers which impede learning reassess supports and identify new elements which support learning

Level 35

independently identify barriers to learning and actively identify a planful

approach to working with the situation in an effective way reassess supports and identify new elements which support learning

• Develop solutions to deal with barriers and anticipate the consequences of those solutions

Level 15 demonstrate a positive approach to a goal, problem, or request prepare an action plan to overcome problems and barriers considering the

consequences develop confidence and competence in communicating a plan by rehearsing

through self-talk, writing, role playing, discussion, and other means access assistance to develop and carry out the action plan demonstrate a willingness to take a risk by attempting new approaches and

strategies Level 25 display greater independence in developing action plans to overcome barriers

considering the pros and cons of the alternatives demonstrate a greater level of initiative in communicating needs, successes,

solutions, requests in a broader range of contexts including home, work, leisure, and community

identify the attributes of an appropriate source of assistance

Level 35 display independence and confidence when developing action plans to

overcome barriers considering the pros and cons of the alternatives demonstrate initiative in communicating needs, successes, solutions,

requests in a broader range of contexts including home, work, leisure, and community

independently access appropriate sources of assistance


• Evaluate effectiveness of self-advocacy efforts

Level 15 self-evaluate results of goals and actions and make necessary changes seek feedback from others demonstrate ways to self-reinforce success recognize that mistakes are an acceptable part of learning Level 25 demonstrate an ability to evaluate the effectiveness of assistance and other

resources appreciate the effects of self-advocacy demonstrate a sensitivity to responses to self-advocacy and make necessary

adjustments

Level 35

independently evaluate the effectiveness of assistance and other resources recognize the effects of self-advocacy demonstrate a sensitivity to responses to self-advocacy and make necessary

adjustments


FACILITIES AND EQUIPMENT This course is most ideally housed in a classroom space that is equipped with computers. Consideration should be given to the need for a private area within the classroom or near the classroom for student-teacher conferencing. Furniture that allows for small group arrangements as well as independent seating is most suitable. Equipment requirements include computers, appropriate Assistive Technology, CD players, overhead projector, filing cabinet, student and teacher desks and bookcases.


CONTROVERSIAL OR SENSITIVE COURSE COMPONENTS AND TREATMENT AT THE SCHOOL LEVEL None are anticipated. STUDENT EVALUATION

Level 15 3 Credits Understanding Self as Learner 33 1/3 % Organization and Management 33 1/3 % Understanding the Learning Process 33 1/3 %

5 Credits Understanding Self as Learner 20 % Organization and Management 20 % Understanding the Learning Process 20 % Assessment and Evaluation 20 % Self-Advocacy 20 %

Level 25 3 Credits Understanding Self as Learner 33 1/3 % Organization and Management 33 1/3 % Understanding the Learning Process 33 1/3 %

5 Credits Understanding Self as Learner 20 % Organization and Management 20 % Understanding the Learning Process 20 % Assessment and Evaluation 20 % Self-Advocacy 20 %

Level 35

3 Credits Understanding Self as Learner 33 1/3 % Organizational Management 33 1/3 % Understanding the Learning Process 33 1/3 %

5 Credits Understanding Self as Learner 20 % Organizational Management 20 % Understanding the Learning Process 20 % Assessment and Evaluation 20 % Self-Advocacy 10 % Career Plan 10 %


Marks will be determined through the use of: oral assessments, written assessments, homework, assignments, project completion, class participation, self-evaluation and monitoring, and other student products. It is suggested that at the 35 level, independence is the focus, at the 25 level, student self-evaluation and monitoring will receive a greater weighting than in level 15. PROGRAM EVALUATION PLAN The following levels of evaluation will be conducted annually:

instructor’s evaluation principal’s evaluation

- consideration will be given to input from parents, students, and staff Criteria for evaluating the program will include:

student growth and success parent, student, and staff reflections

Several other Alberta school jurisdictions have received permission to acquire these courses which were developed by the Calgary Catholic School District.


RESOURCES

• Alberta Education. Individual Program Planning, 2006.

• Alberta Education, Focusing on Success: Teaching Students Attention Deficit/Hyperactivity Disorder, 2006.

• Alberta Education. Teaching Thinking: Enhancing Learning. A Resource Book for Schools ECS to Grade 12. Minister of Education, Alberta Education, Curriculum Branch, 1990.

• Alberta Education, Programming For Students with Special Needs – Book 6 – Teaching Students

with Learning Disabilities, 1996.

• Alberta Learning, Unlocking Potential – Key Components of Programming for Students with Learning Disabilities, 2002.

• Alberta Learning, Make School Work for You: A Resource for Junior and Senior High Students

who Want to be More Successful Learners, 2002.

• Barton, Mary Lee, Teaching Reading in the Content Areas. McRel, Mid-Continent Research for Education and Learning, 2001.

• Barton, Mary Lee et al. Teaching Reading in Science. McRel, Mid-Continent Research for

Education and Learning, 2001.

• Barton, Mary Lee et al., Teaching Reading in Social. McRel, Mid-Continent Research for Education and Learning, 2001.

• Barton, Mary Lee et al., Teaching Reading in Math. McRel, Mid-Continent Research for

Education and Learning, 2001.

• Tate, Marcia, Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain. Corwin Press Incorporated, 2003.

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1000 – 5 Avenue S.W.

Calgary, Alberta T2P 4T9

Phone: (403) 500-2742 Main Fax: (403) 500-2923

www.cssd.ab.ca

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LOCALLY ACQUIRED/ADAPTED/DEVELOPED COURSES LEARNING ... Strategies 2011 … · Learning Strategies 15, 25, 35 (2011) Page 1 LOCALLY ACQUIRED/ADAPTED/DEVELOPED COURSES LEARNING STRATEGIES