Tools for Change: An Educator's Resource Site

Author(s): James Stanfield

Publisher: Stanfield Publishing Company

Type of Resource: videos with accompanying facilitation booklet

Target Grades: 8 - 10

Canadian Resource? No

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, Individual and Family Living, English, Learning Strategies

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

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: Drama and Dance

Interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g., “forum theatre”)

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

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

Organize and carry out a group improvisation

Produce pieces that deal appropriately with youth problems

Produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life

Health and Physical Education: Healthy Living

Identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g., respect for life, ethical questions in relationships, contraception)

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

Apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits

Identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality issues

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 and respect for others

Family Life:

• importance of adolescent relationships, conflict resolution
• meaning of commitment during adolescence, stress management,
• building a loving, just community

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS1O/GLE1O/GLE2O)

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;

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.
• Preparation for Transitions and Change - Overall Expectations
• use appropriate decision-making and planning processes to set goals and develop a career plan;
• analyse changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change;

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

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• explain the consequences of sexual decisions on the individual, family, and community;
• demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);
• 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;
• demonstrate understanding of the factors affecting human sexuality as it relates to themselves and 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 or 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;
• demonstrate practical skills that contribute to the proper functioning of families and that are transferable to the workplace and to the community.

Social Challenges - Overall Expectations

• analyse how a changing society affects individuals and families;

Social Science Skills - Overall Expectations

• demonstrate effective collaborative group skills.

English, Grade 9, Academic (ENG1D)

Writing - Overall Expectations

• use a variety of print and electronic sources to gather information and explore ideas for their written work;
• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;
• use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;
• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity;
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English, with the support of print and electronic resources when appropriate.

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)

Writing - Overall Expectations

• use a range of print and electronic sources to gather information and explore ideas for written work;
• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice;
• use a variety of organizational techniques to present ideas and information logically and coherently in written work;
• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices;
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate.

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:

• personal growth in and through relationships
• how healthy relationships support a healthy sense of well-being
• differentiate between healthy/equal relationships and relationships that are negative/unequal
• how the nature of relationships are characterized by growth and change
• increase awareness of how actions and choices impact the well being of others
• 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:

• explore relationships from personal perspectives and experiences
• define values of healthy, supportive and caring relationships
• 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:
• a gender analysis of social relations

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

• explore gendered aspects of their social identities, relationships and experiences

Exploring Identity, Gender, and Diversity

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

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective
• strategies for personal and/or social change for the promotion of healthy and equal relationships.
• conflict resolution and anti-violence strategies
• 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
• Experience and practice how to resolve conflict positively
• Opportunity for the development of supportive connections between students and teachers/adults

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

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

• Guided teacher-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios
• Community-based learning opportunities

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• 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

Assessment Methods:

Pencil and Paper:

• Reports
• Essays

Demonstration/Performance:

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

Personal Communication:

• Journals
• Student-teacher conferences
• Interviews

Other:

• School-wide connections

Date Smart: Abstinence and the Art of Saying No is part 1 of the 2-part Date Smart series. The resource addresses dating situations in heterosexual relationships, with a particular focus on promoting abstinence. By working through different dating scenarios, Date Smart provides tools for avoiding uncomfortable situations, planning alternatives and avoiding losing control through alcohol/drugs. Through these, it teaches students how to assert their wishes in different dating scenarios.

The resource consists of videos along with a facilitation manual. Each video depicts a certain dating situation in two variants: one that is Not Smart and another that is DateSmart. Students are given a chance to discuss the behaviour, identify its positive or negative consequences, and decide how various situations could be made more DateSmart. A particular strength of this resource lies in its interesting and thought-provoking activities included in the facilitation manual, which have multiple curriculum connections (such as Language Arts, History, Social Sciences, and even Math, and Science).