GLE301 GLE401 - York Region District School Board



The Dr. G. W. Williams Secondary SchoolYork Region District School BoardSpecial Education DepartmentSubject Head: Ms G. Revell Assistant Head: Mrs. S. IsberCourse Outlines : Learning Strategies Grades 11 & 12Course Names, Codes Learning Strategies GLE301 (1 Credit)& Credit Values:Learning Strategies GLE401 (1 Credit) Recommended Background or Ministry Prerequisite: Only I.P.ourse 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 11 & 12 Guidance & Career Education 2006 Strategies 11 (GLE301 & GLE303) and 12 (GLE401 & GLE 403)The importance of the pupil’s ability to become more independent in utilizing learning strategies in all learning situations will be of significant importance in these programs.Learning strategies and techniques will continue to be taught as determined in the pupil’s needs assessment but with more emphasis placed upon the pupil’s facility to develop these strategies.Developing and enhancing the pupil’s perception of the notions of responsibility and accountability in the learning experience is a primary focus.Learning Skills and Work HabitsSAMPLE BEHAVIOURSResponsibilitycompletes and submits class work, homework, and assignments according to agreed-upon timelines;takes responsibility for and manages own behaviourOrganizationdevises and follows a plan and process for completing work and tasksestablishes priorities and manages time to complete tasks and achieve goalsIndependent Workuses class time appropriately to complete tasks;follows instructions with minimal supervisionCollaborationresponds positively to the ideas, opinions, values, and traditions of others;shares information, resources, and expertise and promotes critical thinking to solve problems and make decisionsInitiativedemonstrates the capacity for innovation and a willingness to take risks;demonstrates curiosity and interest in learningSelf-regulationsets own individual goals and monitors progress towards achieving them;seeks clarification or assistance when neededCurriculum Expectations:The Ministry of Education curriculum expectations for courses in the Grade 11 & 12 Guidance and Career Education program are organized into a number of different strands, or major areas of knowledge and skills.Learning SkillsIn 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 LearningThis 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 ics of Study:Grade 11Presentation SkillsWriting For AdvocacyIndependent Study UnitPersonal Management SkillsResourcesThe 7 Habits Of Highly Effective Teens by Sean CoveySelected NovelsGrade 12Independent Study UnitSelf-Advocacy Research and Presentation SkillsLeadership Development and PlanningLeadership PracticumPathways PlanningResourcesKeeping Ahead in School by Melvin D. LevineCollege/University/Apprenticeship ResourcesGuest SpeakersAssessment 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% ................
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