Tools for Change: An Educator's Resource Site

Author(s): Janick Audet, Zoe-Kapelle Cote, Julie Mercier, Isabelle Poisse, Jean-Francois Herbert & Sophie Robitaille

Publisher: Imprimeries Transcontinental Inc. Division Metrolitho Sherbrooke

Type of Resource: Facilitation Guide (with activities/lesson plans)

Target Grades: 3 & 4

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

GRADE THREE

Language: Writing

Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)

Choose words that are most appropriate for their purpose (e.g., express a feeling)

Language: Reading

Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read

Begin to develop their own opinions by considering some ideas from various written materials

Language: Oral and Visual Communication

Apply the rules for working with others

Rephrase to clarify their ideas (e.g., what I meant was, when I think about)

Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning

Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud

Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others

The Arts: Drama and Dance

Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)

Health and Physical Education: Healthy Living

List safety procedures and practices in the home, school, and community

Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community

Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)

Health and Physical Education: Active Participation

Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)

Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)

Communicate positively to help and encourage others

Catholic Education Religion and Family Life

Family Life:

• exploring our own physical, mental, and emotional growth
• roles within relationships
• promises, choices and process of decision-making
• interdependence of people in society

GRADE FOUR

Language: Writing

Communicate ideas and information for a variety of purposes and to specific audiences (e.g., write a brief research report on a class investigation for classmates)

Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)

Language: Reading

Make judgments about what they read on the basis of evidence

Develop their opinions by reading a variety of materials

Language: Oral and Visual Communication

Ask questions on a variety of topics and respond appropriately to the questions of others

Express and respond to ideas and opinions concisely and clearly

Contribute and work constructively in groups

Identify several types of media works and some techniques used in them

Analyse media works

Use appropriate tone of voice and gestures in social and classroom activities

Present information to their peers in a focused and organized form on a topic of mutual interest

Listen to others and stay on topic in group discussion

Use appropriate strategies to organize and carry out group projects

The Arts: Drama and Dance

Communicate, orally and in writing, their response to their own and others' work in drama and dance (e.g., through discussions, interviews, research projects)

Identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups

Demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking)

Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed

Solve problems in drama and dance individually and in groups, by analyzing the problems

Health and Physical Education: Healthy Living

Identify the characteristics of healthy relationships (e.g., showing considerations of others' feelings by avoiding negative communication)

Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends

Apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting)

Identify people (e.g., parents, guardians, neighbors, teachers) and community agencies (e.g., Kids' Help Phone) that can assist with injury prevention, emergency situations, and violence prevention

Health and Physical Education: Active Participation

Apply living skills - such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) - to physical activities (e.g., role play exercises)

Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)

Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)

Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others' ideas and opinions)

Catholic Education Religion and Family Life

Religion:

• respecting dignity of human life through responsible decision-making

Family Life:

• understanding friendships
• identifying, making, and keeping commitments

N/A

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

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships (O)
• How healthy relationships support a healthy sense of well-being (C)
• Differentiate between healthy/equal relationships and relationships that are negative/unequal ( C)
• How the nature of relationships are characterized by growth and change (O)
• Increase awareness of how actions and choices impact the well being of others (C )
• Increase awareness of how actions/choices of others impact personal well-being (C )

Skills

• Explore relationships from personal perspectives and experiences (C)
• Define values of healthy, supportive and caring relationships (C)
• Develop personal self-awareness and understanding of well-being (C)
• Develop and practice mutual empathy (C)
• Identify and practice values of mutual respect (C)
• Express personal feelings, thoughts, and experiences (C)
• Opportunity for classmates to respond empathetically and respectfully (C)

Exploring Identity, Gender, and Diversity

Knowledge

• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (C)

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values (O)
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers (O)
• Opportunity for students to engage with and learn form differences and diversity (O)
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity (O)

Developing Connections, Creative Thinking and Participation

Knowledge

• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships. (O)
• Engagement in learning conflict resolution and anti-violence strategies (C)
• Gain in knowledge about choices and actions that promote mutual empowerment and respect (O)
• Knowledge is shared with students about where and how to seek out help and support (C)

Skills

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

Structure and Format:

• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource

Teaching/Learning Strategies:

• Direct Instruction: whole class and small group
• Explicit Teaching
• Demonstration
• 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
• Presentations
• interviewing
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Teaching and Learning Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• Opportunities to use computer/information literacy skills
• 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:

Pencil and Paper:

• Quizzes

Demonstration/Performance:

• Class
• School and community-based projects
• Skills demonstrations
• Role playing
• Simulations

Personal Communication:

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

Other:

• Staff training
• School-wide connections

This resource is intended for use with students in grades 3 & 4. The main focus is peaceful conflict resolution. The resource has a scripted format making it user friendly. It consistently lays out detailed lesson plans including time allotments, materials needed, and action plans, and it also offers teacher visual aids such as picture cards that illustrate principles of good communication and conflict resolution techniques. The program consistently reinforces positive self esteem in students, encouraging students to identify and explore feelings through role play, journals, and games. The lessons/activities emphasize the importance of respect and empathy towards others while providing a variety of conflict resolution techniques that will contribute to healthy relationships. The program also offers a variety of teaching tools to facilitate learning through multiple intelligences.