Tools for Change: An Educator's Resource Site

Author(s): Linda Baker, Celeopatra Camara, Irene Fairles, Pam Hurley, Melikie Joseph, Sue Malla, Robert Owens

Publisher: Centre for Children and Families in the Justice System

Type of Resource: 12 module manual

Target Grades: Grades 8-10 (the resource is meant for use with high risk youth)

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, Career Studies, Individual and Family Living, English, Learning Strategies

GRADE EIGHT

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

Analyse and interpret media works

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

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

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

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;
• 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 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;

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)

Language - Overall Expectations

• 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 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

Knowledge

• 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/choices impact the well-being of others.
• Increase the awareness of how actins/choices of others impact personal well-being.

Skills

• Explore relationships from personal perspectives and experiences.
• Define values of healthy, supportive and carting 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

Knowledge

• Knowledge about social structures, of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence.
• Recognize and understand oppression on the basis of gender and other forms of inequality (race, culture, socioeconomic status, education, geographic location, ability/disability, etc.)
• Develop understanding of multiple forms and contexts of violence.
• Recognize and make connections of varied forms of violence in different contexts (home, schools, community, media)
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment.
• Develop understandings of the difference between power over and power with.
• Knowledge about the social relations of equality inclusion acceptance and empowerment.

Skills

• Explore multiple forms of violence/vulnerability and experiences of exclusion in their lives.
• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.
• Opportunity to 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

Knowledge

• Knowledge to examine social identities relationships and experiences within the context of multiple social relationships and structure of inequality.
• Knowledge about how values and biases are used to exclude and cause harm to individuals and groups of individuals.
• Knowledge to build and understanding of differences on the basis of gender, race, socioeconomic status, ability/disability, sexual orientation, language, culture, education, etc. in ways that enable students to move away from thinking in the terms of better than/worse than.

Skills

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

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships.
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships.
• Engagement in learning conflict resolution and anti-violence strategies.
• Gain in knowledge about choices and actions that promote mutual empowerment and respect.

Skills

• 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.
• Accommodations for exceptional students: indirectly identified.

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
• Brainstorming

Indirect Instruction

• Guided teacher-direct 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 (Venn diagrams, mind maps, tables)
• 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:

• Class
• Skills demonstrations
• Role playing
• Simulations

This manual is divided into 12 modules. The focus is on increasing students’ awareness of different types of violence. Module 1 clearly describes how actions and words can be used to exert power over others and it outlines many different types of violence. The modules that follow examine the impact of the media on violence and also how violence impacts family and peer relationships.

This resource does an excellent job of exploring well-being through relationships by focussing on how one’s actions and choices impact personal well-being and others’ well-being. Through role-playing and large group brainstorming/discussion, the resource effectively promotes a thorough exploration of social relations of violence, oppression and equality by looking at violence in different contexts (home, schools, community, media). It also addresses the issue of power over versus power with.

This manual provides simple but creative ideas for involving the students actively in their own learning. It also offers teachers at least two options for activities within each lesson and facilitators can easily modify the lesson plans.