Tools for Change: An Educator's Resource Site

Author(s): Lynda Laushway and Judi Stevenson.

Publisher: SWOVA: Saltspring Women Opposed to Violence and Abuse.

Type of Resource: A guide for students to develop workshops to help other students.

Target Grades: 9 - 12

Canadian Resource? Yes

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Stevenson, J. (December 2001). Women and Violence: Education is Prevention. Saltspring Women Opposed to Violence and Abuse (SWOVA): Interim project findings, December 2001. Saltspring Island, B.C.: SWOVA.

Stevenson, J. (June, 1999). Evaluation report: SWOVA’s ‘Education is Prevention’ project, year two. Saltspring Island, B.C.: SWOVA.

Subject Areas: (none supplied)

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

Developing Learning Skills and Strategies – Overall Expectations

• identify school and community resources (e.g., library, the Internet, tutors, guidance office, school personnel, community agencies) and explain how they can be used to support their learning needs;
• demonstrate effective use of technology (e.g., CD-ROMs, the Internet, word processors) to enhance research, learning, and presentation skills.
• Personal Knowledge and Management Skills - Overall Expectations
• apply knowledge of their personal skills and learning strengths to develop strategies for success in secondary school;
• identify and describe personal-management skills required for success, and explain their use to help maximize learning;
• demonstrate the use of personal-management skills and strategies to enhance learning.

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

• evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings;
• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Essential Skills for Working and Learning - Overall Expectations

• identify the literacy and numeracy strategies that support the application of workplace essential skills, and use them to complete specific tasks in school, in the community, or in real or simulated workplace settings;
• describe learning and thinking strategies, and use them effectively in school or in the community;

Personal Management - Overall Expectations

• 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;
• demonstrate the ability to use the task-planning and organizing skills and strategies that are required for success in school and in the workplace.

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 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
• use appropriate social skills and positive attitudes when interacting with others. Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)

Personal and Social Responsibilities - Overall Expectations

• understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;
• Social Science Skills - Overall Expectations
• use social science research methods to obtain information from various media, technology, and human resources in order to examine aspects of individual and family living;
• effectively communicate the results of their inquiries;
• 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.

Media Studies - Overall Expectations

• use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyse specific media works;
• use knowledge of a variety of media forms, purposes, and audiences to create media works and describe their intended effect.

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;
• 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.

Media Studies - Overall Expectations

• use knowledge of a range of media forms, purposes, and audiences to create media works, and use established criteria to assess the effectiveness of the works.

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

Exploring Well-Being Through Relationships

Knowledge

• Differentiate between healthy/equal relationships and relationships that are negative/unequal (O)
• Increase awareness of how actions and choices impact the well being of others (O)
• Increase awareness of how actions/choices of others impact personal well-being (O)

Skills

• Explore relationships from personal perspectives and experiences (C)
• Define values of healthy, supportive and caring relationships (O)
• Identify and practice values of mutual respect (C)
• Express personal feelings, thoughts, and experiences (C)

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Develop understanding of multiple forms and contexts of violence (O)
• Skills
• Engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change (C)

Exploring Identity, Gender, and Diversity

Skills

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

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships (C)
• Gain in knowledge about choices and actions that promote mutual empowerment and respect (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)

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
• 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
• interviewing
• brainstorming

Indirect Instruction

• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

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

Teaching and Learning Activities/Lessons Include:

• Multiple opportunities for practice and feedback.
• Opportunities for students to use their learning styles to learn and demonstrate learning

Assessment Methods:

Demonstration/Performance:

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

Personal Communication:

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

Other:

• School-wide connections

This resource was developed by high school students for high school students. It is a guide on how to design workshops on issues such as harassment, self esteem, relationship abuse/violence, homophobia and ableism.

At the beginning it names different acts of violence like sexual assault, racial slurs, use of weapons to intimidate other students, and more. It also defines forms of violence like sexism, racism, intimidation, abuse, and more.

It takes students through the entire process of creating workshops. It suggests topics of focus, how and where students can reach for help, and where the workshops should be carried out. It also has an entire section on facilitation skills.