Tools for Change: An Educator's Resource Site

Author(s): Santina Camarada, Bronda Cranney, Michelle Moran

Publisher: Kohai Plus

Type of Resource: classroom activities

Target Grades: 6-8

Canadian Resource? Yes

Resource formally evaluated? (unknown)

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, social studies, religion, family life

GRADE SIX

Language: Writing

• Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)

Language: Reading

• Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Language: Oral and Visual Communication

• Make reports, describe and explain a course of action, and follow detailed instructions
• Ask and answer questions to obtain and clarify information
• 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 gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations
• Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)
• Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities

The Arts: Drama and Dance

• Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)
• Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution
• Evaluate drama and dance performances, with reference to their own experiences in daily life
• Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions
• Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources

Health and Physical Education: Healthy Living

• Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
• Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)

Health and Physical Education: Active Participation

• Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

GRADE SEVEN

Language: Reading

• Make judgments and draw conclusions about ideas in written materials on the basis of evidence
• Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

• Ask questions and discuss different aspects of ideas in order to clarify their thinking
• Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
• Contribute and work constructively in groups
• Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners
• Listen and respond constructively to alternative ideas or viewpoints
• Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Drama and Dance

• Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class
• Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Health and Physical Education: Healthy Living

• Explain how harassment relates to personal safety
• Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations
• Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)
• Identify people and resources that can support someone experiencing harassment

Health and Physical Education: Active Participation

• Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches)

History: Conflict and Change

• Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts
• Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community
• Compare strategies of conflict resolution used at home and at school to strategies used historically

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Reading

• Explain their interpretations of a written work, supporting it with evidence from the work and from their own knowledge and experience
• Make judgments and draw conclusions about ideas in written materials on the basis of evidence
• 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

• Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group
• Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices
• Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations
• 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 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
• 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

Health and Physical Education: Active Participation

• Demonstrate respectful behaviour towards the feelings and ideas of others
• Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

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

Exploring Well-Being Through Relationships

Knowledge

• How healthy relationships support a healthy sense of well-being (O)
• Differentiate between healthy/equal relationships and relationships that are negative/unequal (p.139) (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)
  (Allows and encourages students to analyze healthy vs. unhealthy relationships in their lives. Students are encouraged to analyze how these relationships make them feel.)

Skills

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

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)
• Develop understanding of multiple forms and contexts of violence (O)
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media etc.) (C)
• A wide array of violence; in the home, family violence, dating violence, bullying. Emotional abuse: examines the feelings of both male and female involved.

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 (O)
• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions. (O)
• Opportunity to personalize knowledge of social relations of oppression and empowerment (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)

Children affected by violence vs. women affected by violence.

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 (O)
• socioeconomic status, culture, religion, sexual orientation with respect and interest (O)
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity (O)
• Identify personal triggers to anger. Opportunity to discuss bullying and how to prevent it.

Developing Connections, Creative Thinking and Participation

Knowledge

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

What matters in a relationship? ‘Healthy relationship’ quiz in conflict resolution chapter.

Skills

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

(The source presents some methods for conflict resolution.)

Structure and Format:

• Research-based introduction
• Evaluation of the resource (e.g., formal research on the effectiveness of the program
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• 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 (role play)
• brainstorming

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) (limited)
• 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 (mainly writing)

Assessment Methods:

Pencil and Paper:

• Quizzes
• Tests
• Checklists

Demonstration/Performance:

• Class
• 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 differentiates between healthy relationships and unhealthy relationships, encourages students to analyze healthy versus unhealthy relationships in their own lives, and to analyze how these relationships make them feel. The resource helps increase student awareness of how their actions/choices impact the well-being of others. It encourages students to look at relationships from a personal perspective.

The resource promotes an understanding of multiple forms and contexts of violence. For example, violence in the home, family violence, dating violence, emotional abuse, and more.

The source examines violence using a gender analysis and an analysis of social relations.

It examines social identities/relationships and experiences (ex. the ways in which children vs. women experience violence). It allows for the identification of personal triggers to anger and encourages students to explore personal identities, experiences, and values.

This source provides the opportunity for students to gain respect for peers by discussing in groups, ways in which to stop bullying. It also offers strategies for personal/social change and promotion of healthy and equal relationships. There is a ‘healthy relationships’ quiz and a conflict resolution chapter. The resource provides opportunities for students to develop and practice their own capacity for healthy relationships through role playing and debriefing.

This resource differentiates between healthy relationships and unhealthy relationships, encourages students to analyze healthy versus unhealthy relationships in their own lives, and to analyze how these relationships make them feel. The resource helps increase student awareness of how their actions/choices impact the well-being of others. It encourages students to look at relationships from a personal perspective.

The resource promotes an understanding of multiple forms and contexts of violence. For example, violence in the home, family violence, dating violence, emotional abuse, and more.

The source examines violence using a gender analysis and an analysis of social relations.

It examines social identities/relationships and experiences (ex. the ways in which children vs. women experience violence). It allows for the identification of personal triggers to anger and encourages students to explore personal identities, experiences, and values.

This source provides the opportunity for students to gain respect for peers by discussing in groups, ways in which to stop bullying. It also offers strategies for personal/social change and promotion of healthy and equal relationships. There is a ‘healthy relationships’ quiz and a conflict resolution chapter. The resource provides opportunities for students to develop and practice their own capacity for healthy relationships through role playing and debriefing.