Tools for Change: An Educator's Resource Site

Author(s): Michelle Fraser, Jackie Grant, Jennieve Gayle, Cheryl MacNutt, Kohai Plus

Publisher: Hustler Young Men’s Bible Blass

Type of Resource: Manual

Target Grades: Grade 8 to Grade 12

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
• 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)

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 – (C)
• 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 (O)
• 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 Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence (O)
• Develop a gender analysis of social relations (O)
• Recognize and understand oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.) (C)
• Develop understanding of multiple forms and contexts of violence (C)
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media etc.) (O)

Skills

• Explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives (C)
• Explore gendered aspects of their social identities, relationships and experiences (C)
• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions. (O)
• 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

Knowledge

• Knowledge to examine social identities relationships and experiences within the context of multiple social relationships and structure of inequality (vulnerability vs. privilege) (O)
• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (O)
• Knowledge to build 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” (O)

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 to explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest (C)
• 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

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships (C)
• 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 (O)

Skills

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school (O)
• 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:

• Research-based introduction
• 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
• Interviews
• Students assess their own learning and set specific goals

Other:

• School-wide connections

This is a guide for peer mentoring that focuses on violence in dating relationships (violence by men against women). This guide targets teenage girls and heterosexual relationships. It effectively focuses on the importance of interventions in dating violence and how an increase in awareness can impact the well being of self and others. The guide effectively defines healthy relationships vs. violent relationships and uses critical thinking and encourages multiple ways to solve potentially violent situations. The guide often suggests resources and references which are beneficial for extra guidance and knowledge to the facilitator or students. The guide is user-friendly and well organized (easy to navigate, easy to read, materials listed, scripts for training provided). The guide provides a variety of activities that involve participation by all peers, and consistently gives users the opportunity to discuss their lived personal experiences in a supportive peer environment.