Tools for Change: An Educator's Resource Site

Author(s): PowerCamp National

Publisher: PowerCamp National

Type of Resource: Workshop/small group activities (could be adapted to the classroom)

Target Grades: Grades 6-10, depending on which activities are used.

Canadian Resource? Yes

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)

Subject Areas:language, the arts, health and physical education, religion, family life, career studies, healthy active living, learning skills, individual and family living, English

GRADE SIX

Language: Writing

Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Language: Oral and Visual Communication

Make reports, describe and explain a course of action, and follow detailed instructions

Ask and answer questions to obtain and clarify information

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations

Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)

Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities

The Arts: Visual Arts

Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)

Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution

Evaluate drama and dance performances, with reference to their own experiences in daily life

Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions

Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources

Health and Physical Education: Healthy Living

Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships

Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

GRADE SEVEN

Language: Writing

Communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Ask questions and discuss different aspects of ideas in order to clarify their thinking

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners

Listen and respond constructively to alternative ideas or viewpoints

Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Visual Arts

Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using appropriate art forms

Organize their art works to communicate ideas, using at least one of the principles of design specified for this grade

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class

Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Health and Physical Education: Healthy Living

Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations

Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)

Identify people and resources that can support someone experiencing harassment

History: Conflict and Change

Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts

Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Writing

Communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and features appropriate to the form (e.g., focused questions)

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and broaden their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Use tone of voice and body language to clarify meaning during conversations and presentations

Contribute collaboratively in group situations by asking questions and building on the ideas of others

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

The Arts: Visual Arts

Produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using appropriate art forms

Describe, in their plan for a work of art, the main idea they wish to communicate and the artistic decisions they have made to support that message

The Arts: Drama and Dance

Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group

Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices

Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations

Produce pieces that deal appropriately with youth problems

Health and Physical Education: Healthy Living

Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being

Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance

Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety

Identify support services (e.g., the school guidance department, shelters, Kid’s Help Phone) that assist victims of violence, and explain how to access them

Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress

Apply the steps of decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors

Health and Physical Education: Active Participation

Demonstrate respectful behaviour towards the feelings and ideas of others

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

Developing Learning Skills and Strategies Grade 10

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• assess their interpersonal and teamwork skills and strategies, and explain how those skills requiring further development affect their learning;
• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify their interests, strengths, and needs, and describe how these influence their decisions about education and work;
• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;
• Preparation for Transitions and Change - Overall Expectations
• identify changes and transitions that take place in their lives, and describe strategies to effectively manage these changes;

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• use appropriate decision-making skills to achieve goals related to personal health;
• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

Healthy Active Living Education, Grade 10, Open (PPL2O)

Healthy Living - Overall Expectations

• explain strategies to promote positive lifestyle choices and relationships with others;

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• use appropriate social skills and positive attitudes when interacting with others.

Individual and Family Living, Grade 9/10, Open (HIF1O/HIF2O)

Self and Others - Overall Expectations

• describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people;
• analyse strategies to develop and maintain effective relationships;
• Personal and Social Responsibilities - Overall Expectations
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;

English, Grade 9, Academic (ENG1D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

English, Grade 10, Academic (ENG2D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• increase awareness of how actions/choices of others impact personal well-being

This resource provides opportunities for students to acquire skills by allowing students to:

• develop personal self-awareness and understanding of well-being
• develop and practice mutual empathy
• identify and practice values of mutual respect
• express personal feelings, thoughts, and experiences
• opportunity for classmates to respond empathetically and respectfully

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• a gender analysis of social relations
• multiple forms and contexts of violence
• varied forms of violence in different contexts (i.e., home, school, community, media etc.)
• the social relations of equality, inclusion, acceptance and empowerment

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives
• explore gendered aspects of their social identities, relationships and experiences
• explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.
• personalize knowledge of social relations of oppression and empowerment
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• social identities, relationships, and experiences within the context of multiple social relationships and structure of inequality (vulnerability vs. privilege)
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals
• building an understanding of “differences” on the basis of gender, race socioeconomic status, ability/disability, sexual orientation, language, culture, education, et. In ways that enable students to move away from thinking in terms of “better than/worse than”

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest
• engage with and learn from differences and diversity
• express, learn from, and build multiple perspectives on social experiences and diversity

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective
• choices and actions that promote mutual empowerment and respect

This resource provides opportunities for students to acquire skills by allowing students to:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships
• Opportunity for the development of supportive connections between students and teachers/adults

Structure and Format:

• Information guide or scope and sequence of lessons (i.e. how to strategies)

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• brainstorming
• Conferencing: peer

Indirect Instruction

• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Activities/Lessons Include:

• Multiple opportunities for practice and feedback.
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning.
• Oral and written reflection/journal writing

Assessment Methods:

Demonstration/Performance:

• Role playing
• Simulations

Personal Communication:

• Journals
• Interviews
• Students assess their own learning and set specific goals

This resource is a collection of creative workshop activities dealing predominantly with issues of self-image, identity and violence, although topics of sexuality, homophobia, racism and privilege are also addressed. These workshop ideas are compiled from various organizations and individuals across Canada who work with girls and young women. The activities are tailored to girls grades 6-10, depending on the activity. Some of the workshops require further research and significant preparation on the part of the facilitator; others are more user-friendly in that they provide background information and “how to” strategies for the facilitator to draw on while facilitating the workshop. A particular strength of the resource is that many of the workshops incorporate creative activities such as poetry, arts and crafts.