Social Science and Humanities

1
Social Science and Humanities

• Family Studies - Grade 12
• Full Day Workshop
• Subject Specific Training 2002

2
Agenda - Morning

• Welcome and Introductions
• The Grade 12 Course Profiles
• The Destinations
• Assessment and Evaluation
• The Path to Greater Student Motivation and
  Achievement
• Principles of Assessment
• Types of Assessment

3
Agenda - Afternoon

• Assessment and Evaluation
• - Design Down Process
• Multiple Intelligences
• Critical Thinking Skills
• Cooperative Learning
• Social Science Research Skills
• Technology in the Family Studies Classroom
• Conclusion

4
What is a Course Profile?

• a sample plan for implementing curriculum
  policy
• a detailed example for teachers to use in
  developing their courses
• can be used as is or adapted

• It is one way of presenting a course of study
  that links
• Expectations
• Assessment
• Teaching/
• Learning Strategies
• Course Type

5
Family Studies - Grade 12 Course Profiles

• Food and Nutrition Sciences -
  University/College (HFA4M)
• Individuals and Families in a Diverse Society -
  University/College (HHS4M)
• Issues in Human Growth and Development -
  University/College (HHG4M)
• Parenting and Human Development - Workplace
  (HPD4E)
• The Fashion Industry - Open (HNB40)

6
The Writing Process

• Individuals and Families in a Diverse Society,
  University/College, HFA4M
• Issues in Human Growth and Development,
  University/College, HHG4M
• Parenting and Human Development, Workplace, HPD4E
• Public and Catholic writing teams worked in
  consultation to create the unit overview, each
  team wrote one unit, two documents produced

7
The Writing Process

• Food and Nutrition Sciences, University/College,
  HFA4M
• The Fashion Industry, Open, HNB40
• Public and Catholic writing teams scoped out the
  courses together, each team wrote one unit one
  document produced

8
Gap Analysis

• The Fashion Industry, Individual and Families
  in a Diverse Society, Food and Nutrition Sciences
  
• Similarities to the old courses??
• Similar topics
• Practical applications/skills
• HHS4M family life cycle approach has been
  adapted, Independent Study component

9
Group Activity

• Divide into three small groups. Each group will
• review one of the new grade 12 courses listed
• on the previous slide. Your task is to examine
• the course overview, focusing on the unit
• overview charts and the course notes. What
• similarities and differences can you identify
• between what has been taught in the past and
• what is NEW? Record your ideas on chart
• paper.

10
Parenting Courses

• Four courses that focus on parenting, child
• development, human development
• Grade 11 - Parenting HPC30
• - Living and Working With Children
• HPW3C
• Grade 12 - Parenting Human Development
• HPD4E
• - Issues in Human Growth and Development
  HHG4M

11
Similarities? Differences?

• Communication Skills and Healthy Relationships
• Stages of childhood - longer time span
• Emphasis on brain research and the importance
  of the Early Years
• Placement/Practical experiences
• Other ideas???

12
Career Education

• Specific expectations address careers in many
  of the Grade 12 courses
• All students have taken Grade 10 Career
  Studies course (Prior Knowledge)
• Family Studies Career Resource package
  available on the following websites
• - Ontario Family Studies Leadership
• Council www.ofslc.org
• - Ontario Family Studies Home Economics
• Educators Association www.ofsheea.ca

13
Teaching Careers

• Guest speakers
• Interviews
• Computer applications/Internet
• Placements/practical application (job shadow)
• Grade 10 Career Studies teachers

14
Safety Issues

• No expectations within the courses that deal
  with safety issues
• Practical nature of the courses means that
  teachers MUST address safety
• Diagnostic assessment - what do students
  know??
• Foods - how to address skills and safety
  issues, students may not have previous food
  course experiences (HIF, HFN)
• Fashion - safety issues are concern, grade 11
  course is not a prerequisite

15
Grade 12 Destinations

• Open - The Fashion Industry
• Workplace Preparation - Parenting and Human
  Development
• University/College Preparation - Food and
  Nutrition Sciences, Individuals and Families in a
  Diverse Society, Issues in Human Growth and
  Development

16
Open Courses

• Open courses are designed to broaden
• students knowledge and skills in subjects that
• reflect their interests and to prepare them for
• active and rewarding participation in society.
• They are not designed with the specific
• requirements of universities, colleges, or the
• workplace in mind
• (The Ontario Curriculum Grades 9 to 12 Program
  Planning and Assessment, page 12)

17
Workplace Preparation

• Workplace preparation courses are designed to
  equip students with the knowledge and skills they
  need to meet the expectations of employers, if
  they plan to enter the workplace directly after
  graduation, or the requirements for admission to
  certain apprenticeship or other training programs
  
• (The Ontario Curriculum Grades 9 to 12 Program
  Planning and Assessment, page 12)

18
Workplace Courses

• NOT Basic level
• Destination focus
• OYAP - Ontario Youth Apprenticeship Program
• Early Childhood Education
• Aboriginal Early Childhood Educator
• Child and Youth Care Worker
• Check with your school board and local
  community college for status of OYAP in your
  community

19
University/College Preparation

• University/college preparation courses are
• designed to equip students with the knowledge
• and skills they need to meet the entrance
• requirements for specific programs offered at
• universities and colleges
• (The Ontario Curriculum Grades 9 to 12 Program
  Planning and Assessment, page 12)

20
Ministry Resources

• Social Sciences and Humanities Curriculum
  Policy Document Grade 11 and 12
• Program Planning and Assessment 2000
• Ontario Secondary Schools, Grade 9 -12
  Program and Diploma Requirements, 1999
• http//www.edu.gov.on.ca
• http//www.curricululm.org

21
Assessment and Evaluation
22
ASSESSMENT

• Informs and motivates students
• Maximizes learning
• Maximizes student confidence
• Students, teachers and parents should be
  involved

23
Key to Success

• Use assessment to help the student believe that
  the target is within reach

24
How do we motivate students?

• How can we help our students want to learn?

25
The Path to Greater Student Motivation and
Achievement

• Student Involved Classroom Assessment
• Student Involved Record Keeping
• Student Involved Communication
• (Rick Stiggins, Assessment Training Institute,
  1998)

26
Student Involved Assessment

• Partners in Development
• Learn the meaning of success
• See how close they are now
• _____________________________
• Result? A Clear Path

27
Student-Involved Record Keeping

• Repeated self-evaluation over time
• Portfolios with self reflection
• Change is apparent to the learner
• _______________________________
• Result? Success is within reach

28
Student-Involved Communication

• Student-led parent/teacher conferences
• Greater sense of responsibility
• Pride in accomplishment
• _______________________________
• Result? Greater achievement

29
Assessments should

• Encourage, not discourage
• Build confidence, not anxiety
• Bring hope, not hopelessness
• Offer success, not frustration
• Trigger smiles, not tears

30
Essential Question

• What assessments might I do that will
  encourage, build confidence and offer success ?

31
Assessment and Evaluation

• ASSESSEMENT
• A systematic process of collecting information
  about a students achievement in relation to
  specified curriculum expectations.
• EVALUATION
  
  The process of
  integrating assessment information from a variety
  of sources to determine how well students have
  achieved curriculum expectations.

32
Principles of Assessment
33

• 1 Evaluation strategies should address both
  WHAT students learn and HOW WELL they learn
• Achievement Chart
• How well students learn
• High standards for all students
• Promote consistency across the province

34
2 Assessment and evaluation strategies should
be appropriate for the learning activities used,
the purposes of instruction and the needs and
experiences of students Assessment should be
closely tied to expectations closely tied to
learning activities consider students prior
learning and needs reflect student background
35
3 Assessment and evaluation strategies should
be communicated clearly to students and parents
at the beginning and throughout the
course/year Methods of Communicating include
expectations based on tasks and assignments
teacher/parent/student conferences report
cards Annual Education Plans Individual
Education Plans
36
4 Assessment and evaluation should be fair to
all students Fairness can be achieved by
providing choice within the assignment
(i.e. topics) providing choice in the mode of
response (i.e. oral report instead of
written report) negotiating timelines making
purpose and expectations of assignment clear to
students
37
5 Assessment and evaluation strategies should be
varied in nature, administered over a period of
time and designed to provide opportunities for
students to demonstrate the full range of their
learnings
38
Instructional Strategies

• Panel discussions
• Quizzes, tests, exams
• Interviews
• Written reports/essays
• Oral reports
• Observations
• Think/pair/share
• Graphic organizers
• Spreadsheets/graphing

• Debates
• Portfolios
• Multi-media presentations
• Performance tasks
• Case studies
• Jigsaw
• Questionnaires
• Community Involvement
• Food labs

39
Assessment Strategies

• Quizzes
• Tests
• Exams
• Essays
• Class discussion
• Teacher/student
• conference
• Presentations
• Demonstration

• Research paper
• Teacher observation
• Performance task
• Portfolio
• Select response
• Self assessment
• Oral question and answer
• Learning Log

40
6 Assessment and evaluation strategies must be
based on the categories of the Achievement
Chart Achievement Chart Categories of skills
and knowledge Levels of achievement
Provincial standards
41
7 Assessment and evaluation strategies should
include samples of student work Samples of
Student Work Exemplars Show student
progress Portfolios Parent and student
conferences
42
Principle 8 Assessment and evaluation
strategies should give clear directions for
improvement Directions for Improvement Task
specific rubrics Criterion Referenced Marking
Schemes Task specific next steps Report
Cards - strengths, weakness, next steps
43
9 Assessment and evaluation strategies must
promote students ability to assess their own
learning and to set specific goals Self-Assessment
and Goal Setting Report Card/Response Form
Annual Education Plan Journals Portfolios
Teacher/Parent/Student Conferences
44
10 Assessment and evaluation strategies should
accommodate the needs of exceptional
students Individual Education Plan (IEP)
Students identified by an Identification,
Placement, and Review Committee (IPRC) Students
receiving specialized programs but not identified
by an IPRC
45
11 Assessment and evaluation strategies should
accommodate the needs of students who are
learning the language of instruction Accommodation
s Additional time Oral tests Simplify
tasks Specialized equipment Extra support
46
Types of Assessment
47
Diagnostic Assessment

• Assessment before starting instruction to
• determine what students know and can do
• Purpose is to identify students strengths and
  weaknesses
• Allows teacher to program appropriately

48
Formative Assessment

• ? Ongoing assessment using a variety of
  strategies to inform students of their progress
• Encourage students to build on strengths and
  overcome weaknesses
• Help teachers assess current instructional
  and learning activities

49
Summative Assessment

• A cumulative description of student
  achievement of curriculum expectations at the end
  of a unit or a specified time period

50
Design Down Process

• STAGE ONE
• Identify target understandings
• STAGE TWO
• Determine appropriate assessment of target
  understandings
• STAGE THREE
• Plan learning experiences and instruction that
  make such understanding possible
• (Wiggins, G. and J. McTighe, Understanding by
  Design, 1998)

51
Design Down Process

• STAGE ONE
• Identify target understandings
• STAGE TWO
• Determine appropriate assessment of target
  understandings
• STAGE THREE
• Plan learning experiences and instruction that
  make such understanding possible

52
Stage One Identify target understandings

• Use course expectations to establish
• curricular priorities according to
• Enduring understandings
• What is important to know and do?
• What is worth being familiar with?

53
Enduring Understandings

• Have lasting value
• Are at the heart of the discipline
• Require uncoverage (abstract or often
  misunderstood ideas)
• Are embedded in factual knowledge, skills and
  activities

54
Group Activity

• Work in small groups to establish curricular
  priorities for Issues in Human Growth and
  Development. Use the course expectations provided
  to classify and prioritize the expectations
  according to
• Enduring understandings
• What is important to know and do?
• What is worth being familiar with?

55
Backward Design Process

• STAGE ONE
• Identify target understandings
• STAGE TWO
• Determine appropriate assessment of target
  understandings
• STAGE THREE
• Plan learning experiences and instruction that
  make such understanding possible

56
Stage Two Determine appropriate assessment
strategies for targeted understandings

• Diagnostic assessment
• Performance tasks and assessments
• Portfolios
• Self-evaluation
• Co-operative learning/group evaluation

57
Diagnostic Assessment

• Assessment before beginning instruction to
  determine what students know and can do
• Identify student strengths and weaknesses
• Used by teacher in the design of program
• Especially important in practical courses like
  foods and clothing where practical skills need to
  be determined

58
Performance Tasks and Assessments

• Open-ended, hands on activity
• Demonstrates specific skills and/or knowledge
• Focus on what students can do - how they apply
  and extend their knowledge
• Emphasize the process students use, rather than
  focusing only on the right answer
• Allow for a full range of products
• Use of complex thinking skills

59
Performance Tasks (cont)

• Often encourage team effort, collaboration,
  group discussion and brainstorming
• Directly related to expectations
• Summative
• Assessment criteria clear (rubric, criterion
  referenced marking scheme)
• Exemplars should be available

60
Traits of a Strong Performance Task

• CONTENT - the task elicits the correct
  performance on part of the student
• CLARITY - students know exactly what to do
• FEASIBILITY - the task is practical
• FAIRNESS and ACCURACY - all students have an
  equal chance to shine, gives an accurate
  picture of student skill
• SAMPLING - task covers all dimensions of
  learning expectations to be assessed

61
What are portfolios?

• A portfolio is a systematic and purposeful
  collection of student work that displays the
  learners effort, growth, process, and
  achievement in demonstrating his/her skill,
  knowledge, and values.
• Peel District School Board (2001)

62
Portfolios can

• Engage students in the learning context
• Help students learn the skills of reflection
  and self-evaluation
• Provide documentation of student learning in
  areas that dont lend themselves to traditional
  assessment
• Facilitate communication with parents

63
Characteristics of Portfolios

• Collection of student work with a clear purpose
  known by all involved
• Students must reflect on each piece of work
• Fosters critical thinking and decision making
• Allows students to set future goals
• Reflection is a skill, process needs to be taught

64
Purpose of Portfolios

• To facilitate assessment of values and skills
• To develop lifelong learning skills
• To provide a basis for conferencing
• To facilitate individualized programming
• To promote accountability
• (Peel District School Board, 2001)

65
How do portfolios fit into Ministry policy?

• Choices into Action Guidance and Career
  Education Program Policy for Ontario Elementary
  and Secondary Schools encourages the development
  and maintenance of an academic and career
  portfolio for all students. (page 17)
• The Ontario Curriculum Grades 9 to 12 Program
  Planning and Assessment states that assessment
  and evaluation strategies must include the use
  of samples of students work that provide
  evidence of their achievement (page 13)

66

Before implementing the use of portfolios in the
classroom teachers must consider the following

• Why ?
• How?
• What?
• (Rolheiser, Bower, Stevahn,The Portfolio
  Organizer, 2000)

67
WHY?

• Why am I thinking about implementing
  portfolios in my classroom?
• Why do I want to involve my students in the
  collection and evaluation of their work?

68
HOW?

• How will using portfolios help my students
  achieve their goals?
• How will using portfolios help me achieve my
  goals for my students?

69
WHAT?

• What is the purpose of the portfolio?
• Show product
• Show process
• Accumulate best work
• Assessment/evaluation
• What form will the portfolio take? How will it
  be stored?
• What will go into the portfolio?

70
Types of Portfolios

• Collection portfolio
• Growth portfolio
• Unit portfolio
• Skills portfolio

• Showcase portfolio
• Comprehensive portfolio
• Exit/ Graduation portfolio
• Professional Career portfolio

71
Group Activity

• How can the different types of portfolios be
  used?
• Refer to the handout called Purposes and Types
  of
• Portfolios. In your small groups complete the
  third
• column of the chart by giving examples of the
  different
• types of portfolios and where they can be used
  within
• the grade 12 curriculum.

72
The Portfolio Process

• The process involves both the teacher and the
  student
• Refer to the expectations and decide on the
  method of assessment
• The reflection process is a very important part
  of the process

73
Steps of the Portfolio Process

• COLLECT -purpose, type, labeling, storage
• SELECT - expectations, who selects? timelines
• REFLECT - student reflection and plans for
  improvement
• INSPECT - who does it? expectations

74
For more information

• Rolheiser, Carol et. al. The Portfolio Organizer
  Succeeding with Portfolio in Your Classroom.
  ASCD, 2000.
• Danielson, C., L. Abrutyn. An Introduction to
  Using Portfolios in the Classroom. 1997.

75
Self Assessment

• Process of gathering information and reflecting
  on ones own learning
• Students own assessment of personal progress
  in knowledge, skills, process or attitudes
• Leads student to greater awareness and
  understanding of self

76
Purpose of Self Assessment

• Assist student to take more responsibility and
  ownership of learning
• Enable student to make decisions about their
  own learning
• Use assessment as a mean of learning
• Focus on product and process
• Help student critique work

77
Characteristics of Self Assessment

• Promotes metacognitive ability
• Allows for reflection
• Can include attitude surveys, self-concept
• questionnaires, interest inventories, personal
• journals
• Student addresses questions such as How do
• I learn best, What are my areas of growth?
• and Where do I need to improve?
• Students beliefs Teacher observations??

78
Teachers Role in Self Assessment

• Guide all students on how to reflect on
• learning
• Provide time and opportunity for self-
• assessment
• Design questions and self-assessment tools
• Use self-assessment to determine change or
• growth in students attitude, understanding,
• achievement

79
Design Down Process

• STAGE ONE
• Identify target understandings
• STAGE T WO
• Determine appropriate assessment of target
  understandings
• STAGE THREE
• Plan learning experiences and instruction that
  make such understanding possible

80
Stage ThreePlan learning experiences and
instruction that make such understanding possible

• Use the Achievement Chart to create
• assessment tools that are appropriate for the
• learning experience
• Ensure that students are aware of the
• expectations/criteria/due dates before the task
• begins
• Involve students in the creation of assessment
• tools

81
Final Evaluation

• Purpose of grading and reporting is to provide
• an accurate description of how the student has
• progressed in his/her achievement
• 70 term grade reflects the most consistent
• level of achievement on summative evaluations
• throughout the course

82
Final Evaluation (cont)

• 30 final grade reflects achievement derived
  from summative final evaluation
• Final evaluation may be written exam OR
  performance task OR a combination of both

83
Multiple Intelligences

• Howard Gardner
• Frames of MindThe Theory of Multiple
• Intelligences, 1985
• defined intelligence in a new way
• students are intelligent in different ways

84
Gardner identifies eight intelligences

• Linguistic
• Logical-Mathematical
• Visual-Spatial
• Bodily Kinesthetic

• Musical-Rhythmic
• Interpersonal
• Intrapersonal
• Naturalist

85
How are you intelligent?

• Individually complete the Multiple Intelligences
• Type Inventory to identify how you are
  intelligent?
• Source OAFE. Using Your Brain The Urban Use of
  Pesticides

86
What do Multiple Intelligences look like in the
classroom?
87
Group Activity

• In your small groups complete the Instructional
  Strategies chart by adding additional
  instructional strategies to the lists.

88
Creating a Multiple Intelligences Learning
Environment in Your Classroom

• Avoid isolated, meaningless tasks
• Connect to expectations
• Teach for understanding - problem solving
• Performance tasks that draw on student talents
• Written tests - variety of questions, all
  categories of the achievement chart
• Group projects but ensure individual
  accountability
• Lay foundation using a multi-sensory approach

89
Creating a Multiple Intelligences Learning
Environment in Your Classroom (cont)

• Allow students some input into how they will
  demonstrate learning
• Teach to the assigned task - ensure students
  have necessary skill/knowledge
• Students maintain a processfolio

90
Processfolio

• Students maintain a binder of all work leading
  to the end product
• Purpose of the processfolio
• helps students see the relationship
• between process and end product
• useful for teacher to ensure that all work
• is each students own

91

• Until Multiple Intelligence Theory impacts on
  assessment and evaluation practices, it will have
  minimal effect on improving student learning
• (Gini-Newman and Newman, 2001)

92
Implications for Family Studies/Social Science
Teachers

• Summative evaluations at the end of an unit or
  course should provide for ALL students the
  opportunity to demonstrate their achievement of
  curriculum expectations
• Other ideas?

93
Group Activity

• Using the Food and Nutrition Science Profile,
  Unit 1 identify which of the multiple
  intelligences are included in the
  Teaching/Learning Strategies and the Assessment
  and Evaluation of Student Achievement and
  complete the gap analysis

94
For More Information

• Ontario Agri-Food Education Inc. Using your
  Brain. The Urban Use of Pesticides.
• Simcoe County District School Board Multiple
  Intelligence Homepage. http//www.scdsb.on.ca/mit/
  mi.htmRSO
• Education World - Multiple Intelligences A
  Theory for Everyone. http//www.education-world.co
  m/a_curr/curr054.shtml

95
Critical Thinking Skills
96
Group Activity

• What skills do our students have difficulty with?

Think - Individually answer the above
question Pair - Share your list with a partner
Share - Join with another pair and share your
new list. In your group prioritize the list.
Create your top 5 list. Write each thought/idea
on a card. As a group rearrange the cards and
discuss your reasons for doing this. Keep
re-arranging the cards until your group comes to
consensus.
97
Peel teachers came up with the following list of
skills that students have difficulty with

• Knowing and Applying Basic Skills
• Reading, writing, recognizing and comprehending
  words
• Developing planning and study skills
• Making Connections
• Relating to the material and making connections
• Developing and expanding on ideas building on
  concepts and generalizing
• Knowing what is important and asking thoughtful
  questions

98

• Developing Intra-personal Skills
• - Self evaluation
• - Taking risks
• Working Together
• - Working effectively in groups, being
  supportive and working with others who are
  different
• Demonstrating Good Work Habits
• - Working independently
• - Focusing and staying on task for extended
  periods of time
• - Listening and following instructions and
  expectations
• - Using class time effectively
• (Peel District School Board, 2001)

99
The above can be characterized as intelligent
behaviour. Some students have these skills and
others are lacking. Teachers can help all
students to become better thinkers. Art Costa
(1991 and 2000) concluded that intelligent
behaviour can become a habit if students are
given instruction and the chance to
practice. Source Costa, Arthur L. Bena
Kallick Habits of Mind - A Developmental Series.
ASCD. Alexandria, Virginia. 2000
100
Characteristics of Good Thinking vs. Poor Thinking
(Peel District School Board, 2001)
101
Critical Thinking Skills - What are they?
Analyze for Assumption
Analyze for Bias
Thinking Skills
Making Analogy
Visualizing
(Gini-Newman, L. Peel District School Board, 2001)
102
Effective Teacher Practices
Supporting Thinking Skills
Teacher as Facilitator
Encourage Questioning
Thinking Time
Model Skills
Frameworks/organizers
Scaffold tasks
Before,During After Strategies
(Peel District School Board, 2001)
103
Skills for the Thinking Classroom

• Think - Individually give examples of when you
• give students the opportunity to practice
  thinking
• skills
• Pair - Share with a partner
• Share - Join with another pair and discuss the
• following
• It is not sufficient to sporadically spend a
  lesson on thinking skills. Rather, the design of
  the curriculum should be such that students are
  continually challenged by being required to
  interpret information, devise new or alternative
  solutions, to an issue/problem.

104
Graphic Organizers

• Students are faced with learning and making
  sense of large amounts of new information
  everyday in school. In the short term they may
  retain some of the information but long term
  retention is generally less successful.
  Information that is presented and organized
  visually helps many students understand and
  retain the material.

105
Graphic Organizers (cont)

• require students to take information and
  reorganize it
• students consolidate information in an
  alternative manner
• good for visual learners
• student becomes creator of new information
  rather than
• copier of words
• teacher introduces organizers, goal is to have
  students
• use them independently
• (Newman, Garfield. Images of Society Teachers
  Resource, McGraw-Hill, 2001)

106
Types of Organizers

• Wide variety available
• From simple to complex
• - charts
• - mind map
• - webbing
• - venn diagrams
• - fish scale
• - PMI (plus, minus, interesting)
• - KWL (what we know, want to know, learned)
• - ranking ladder
• Additional Information on Organizers can be found
  in
• Beyond Menot The Artful Science of
  Instructional
• Integration by Barrie Bennet and Carol Rolheiser

107
How to use graphic organizers?
Use as an organizer prior to tasks such as
research, writing, group work Select organizers
that are appropriate to the needs or students and
course type Can be used as an assessment tool
Inspiration - computer software application that
allows us to develop ideas and organize thinking
http//www.inspiration.com
108
Thinking Skills Resources

• OAFE. Issues - Complex Issues in Agriculture
  and Food Production, 1999.
• Marzano, R.J. et al. Dimension of Thinking A
  Framework for Curriculum and Instructions, 1992.
• Bennett, B., C. Rolheiser. Beyond Monet The
  Artful Science of Instructional Integration,
  2001. [phone].

109
Cooperative Learning

• Where the heart meets mind
• Is co-operative learning still relevant for the
  Family Studies classroom in the 21st century?

110
Consider this

• Research on how the brain thinks and the
  emergence of knowledge regarding intelligence,
  creativity, and learning styles all argue that
  social interaction is critical in the development
  of intelligent behaviour
• (Barrie Bennet and Carol Rolheiser, Cooperative
  Learning Where Heart Meets Mind, 1991)

111
Points to Consider

• learning is socially constructed we rarely
  learn in isolation
• everyone in the group must be accountable for
  the learning
• the importance of actively teaching social
  skills, communication skills, and critical
  thinking skills
• group must be aware of how it functions as a
  group

112
Points to Consider (cont)

• tasks must be appropriate for group work
• groups of 2, 3 and 4 encourage interaction
• carefully think about the makeup of the group,
  how will it be formed?
• cooperative learning is not a solution to all
  your students needs
• group work done badly can be a very ineffective
  teaching strategy

113
Social Science Research
Research and Inquiry Skills Strand
114
Social Science Research Skills

• social science research skills are introduced
• in the unit where they are first applied, and
  they
• are repeated and developed throughout the
• course
• they are embedded in ALL units of the courses
• grade 12 students may have had little prior
• instruction in these skills
• - diagnostic assessment needed to
• determine where students are

115
Research and Inquiry Skills Expectations

• the process of social science research
• primary data collection/various methods
• secondary data collection
•  using information technology to gather data
• developing research questions/hypothesis
• note taking skills
• evidence versus opinion

116
Research and Inquiry Skills Expectations

• evaluating sources for bias, accuracy,
  validity,
• authority, and relevance
• documenting sources/citations
• communicating results of inquiries using a
• variety of methods - graphs, charts, diagrams,
• oral reports, written reports, reaction papers,
• essay

117
Formative Assessment Social Science Research
Skills

• Conferencing (formal and informal)
• Criterion referenced checklists
• Checkpoints to be met throughout the process
• Anecdotal comments
• Portfolios

118
Summative Assessment Social Science Research
Skills

• Incorporate social science research skills
• into the summative assessments/performance
• of the course
• Activities throughout the unit/course
• Culminating activities at the end of each unit
• Culminating activity for the course

119
Social Science Research - An Instructional Tool

• Provide several opportunities to participate in
  social
• science research throughout the course
• May or may not need to write a formal report -
• depends on the designation/expectations of the
  course
• Social science skills should be incorporated
  into your
• lessons throughout the course
• May include them in any strand or unit of study
• May use various strategies to meet the overall
  and
• specific expectations for the course.

120
Integrating Technology

• Opportunities for integrating technology
• are embedded throughout all Family Studies/
• Social Science courses

121
Group Activity

• Divide into five groups with each group being
• responsible for one of the new grade12 courses
• Discuss how technology can be
• integrated into the course
• Identify specific computers applications
• and web sites that can be used
• Create a list of solutions to the problems
• your class may experience when using
• technology

122
Conclusion

• Questions
• Concerns
• Concluding Discussion