The Dr. G. W. Williams Secondary School

The Dr. G. W. Williams Secondary School York Region District School Board

Special Education Department

Subject Head: Ms G. Revell Assistant Head: Mrs. S. Isber

Course Outlines : Learning Strategies Grades 9 & 10

Course Names, Codes Learning Strategies GLE101, GLE10V (1 Credit) & Credit Values: Learning Strategies GLE201, GLE20V (1 Credit) Recommended Background or Ministry Prerequisite: Only I.P.R.C

Course Descriptions: Due to the unique nature of Special Education Programming for exceptional pupils in Ontario, specifically requiring the development of an IEP (Individual Education Plan) for each student, course outlines can not be formatted in the traditional manner. The IEP is the basis of course outlines and may change, as the pupil’s needs change. What is included herein is a guideline to be used by the SERT (Special Education Resource Teacher) in conjunction with the IEP.

Ministry Guidelines or Resource Documents Helpful For Courses: Ontario Curriculum Grades 9 & 10 Guidance & Career Education 2006 http://www.edu.gov.on.ca/eng/curriculum/secondary/guidance910currb.pdf

Rationale:

Learning Strategies Grade 9 (GLE101 & GLE103) and 10 (GLE201 & GLE203)

 These courses will focus on the pupil’s needs and aspirations and involve accommodations to the kind, breadth, depth, and pace of the pupil’s academic experiences.  A diagnostic aspect (included within the IEP) will aid the pupil in becoming more aware of strengths, needs, and learning styles.  The pupil will be introduced to strategies for learning that can be applied to the regular program course work.  The learning strategies and techniques will be taught (when possible) as determined in the pupil’s needs assessment.  The concepts taught will be reinforced through work with the instructor on an individual basis and through work in small groups.

Learning Skills SAMPLE BEHAVIOURS and Work Habits Responsibility  completes and submits class work, homework, and assignments according to agreed-upon timelines;  takes responsibility for and manages own behaviour Organization  devises and follows a plan and process for completing work and tasks  establishes priorities and manages time to complete tasks and achieve goals Independent Work  uses class time appropriately to complete tasks;  follows instructions with minimal supervision Collaboration  responds positively to the ideas, opinions, values, and traditions of others;  shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions Initiative  demonstrates the capacity for innovation and a willingness to take risks;  demonstrates curiosity and interest in learning Self-regulation  sets own individual goals and monitors progress towards achieving them;  seeks clarification or assistance when needed

Curriculum Expectations: The Ministry of Education curriculum expectations for courses in the Grade 9 & 10 Guidance and Career Education program are organized into a number of different strands, or major areas of knowledge and skills.

Learning Skills In this strand, students develop learning and thinking skills and strategies. They discover how to manage their own learning and acquire knowledge and skills that they can transfer to a variety of situations related to learning, work, and daily life. Along with literacy and numeracy skills, they develop the habits and skills they need in order to become self-directed, lifelong learners.

Personal Knowledge and Management Skills In this strand, students develop their ability to describe and assess their personal strengths and interests, and to use their knowledge of themselves to help them focus on education, career, and life goals. Students learn the components of effective decision making and apply them to develop plans, act on those plans, and evaluate and modify those plans as required. Students also develop the personal-management skills needed for success in work, learning, and life.

Interpersonal Knowledge and Skills In this strand, students develop the knowledge and skills necessary for effective communication, teamwork, and leadership. They learn how to get along with others at school, in the workplace, and in the community. They learn about the importance of understanding diversity and respecting others, and they become actively involved in contributing to their communities.

Exploration of Opportunities In this strand, students develop the skills needed to research information about learning, work, and community opportunities. Students make connections between these opportunities and their personal career goals and learn to plan for secondary school success.

Essential Skills for Working and Learning This strand focuses on the development of the nine essential skills that have been identified by the Government of Canada and other national and international agencies as necessary for success in any occupation. These essential skills are reading text, document use, writing, numeracy, oral communication, thinking skills, working with others, computer use, and continuous learning. Students learn about the importance and transferability of the essential skills and become actively involved in developing and applying them in preparation for future work. Students practise selected essential skills in authentic situations, using real workplace materials, both at school and in community and workplace settings.

Preparation for Transitions and Change In their work in this strand, students learn to anticipate and respond to change. They develop knowledge, skills, and strategies that can smooth the transitions between different stages and roles in life. They prepare themselves for postsecondary learning and for the challenges of finding and creating work opportunities. They also develop their ability to make effective decisions, set goals, plan, act on plans, and evaluate and modify plans in response to changes. Topics of Study:

Grade 9 Grade 10 1. All About Me – students will explore their learning styles, multiple and emotional intelligences, 1. Literacy – students will perform a variety of personality types and other self-reflective activities. reading and writing tasks that will specifically focus on preparation for the OSSLT (Ontario Secondary 2. Effective Learning: Literacy- students will School Literacy Test). develop their writing skills by reinforcing the fundamentals of proper writing from simple 2. Class Novel Study – this unit explores a variety sentences to a formal essay. Students will also of reading strategies for comprehension and retention develop digital literacy and presentations skills. through teacher directed learning.

3. Personal Management Skills – throughout the 3. Independent Novel Study - this unit will further course students will improve their skills in develop the reading strategies learned in the previous organization, time management, reading unit through teacher facilitated student directed comprehension, studying, listening and note-taking. learning.

Resources Resources

The Bully- a novel by Paul Langan The Ontario Secondary School Literacy Test Payback- a novel by Paul Langan Workbook McCall/Crabbs Standard Test Lessons in Reading McCall/Crabbs Standard Test Lessons in Reading Learn Smart: Strategies to Succeed in School and The Juvie Three – a novel by Gordan Korman Life White Pine Novel Selection

Assessment and Evaluation:

1. Diagnostic assessment will help to determine the student’s strengths and needs in conjunction with the Individual Education Plan (or I.E.P.).

2. Formative assessment and evaluation will include checklists, anecdotal reports, progress charts, discussions, assignments, and quizzes to determine the student’s understanding of the strategies.

3. Summative evaluation will determine the level of achievement with respect to these skills.

Knowledge/Understanding: 17.5% Thinking: 17.5% Application: 17.5% Communication: 17.5% Total: 70%

Culminating Activities: 30%