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  • 1.Social Science and Humanities Family Studies - Grade 12 Half Day Workshop Subject Specific Training 2002

2. Agenda

  • Welcome and Introductions
  • The Grade 12 Course Profiles
  • The Destinations
  • Assessment and Evaluation
  • Multiple Intelligences
  • Critical Thinking Skills
  • Cooperative Learning
  • Social Science Research Skills
  • Technology in the Family Studies Classroom
  • Conclusion

3. 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

4. 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)

5. 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

6. 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

7. 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

8. Parenting Courses

    • Four courses that focus on parenting, child
    • development, human development
  • Grade 11- ParentingHPC30
  • - Living and Working With Children
  • HPW3C
  • Grade 12- Parenting Human Development
  • HPD4E
  • - Issues in Human Growth andDevelopment HHG4M

9. 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???

10. 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
  • Councilwww.ofslc.org
  • - Ontario Family Studies Home Economics
  • Educators Associationwww.ofsheea.ca

11. Teaching Careers

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

12. 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

13. Grade 12Destinations

  • 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

14. 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)

15. 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)

16. 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

17. 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)

18. 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

19. Assessment and Evaluation 20. ASSESSMENT

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

21. Key to Success

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

22. How do we motivate students? How can we help our students want to learn? 23. 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)

24. Essential Question

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

25. Assessment and Evaluation

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

26. Principles of Assessment 27.

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

28. #2Assessment 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 29. #3Assessment 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 30. #4Assessment 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 respo