Tools for Change: An Educator's Resource Site

Author(s): Alberta Civil Liberties Research Center

Publisher: Alberta Civil Liberties Research Center

Type of Resource: Classroom activities

Target Grades: 9-12

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:Healthy Active Living, Career Studies, Individual and Family Living, English, Learning Strategies

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;

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

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;
• 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;

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

This resource shares knowledge with students about:

• 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)

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

• explore relationships from personal perspectives and experiences (O)
• develop personal self-awareness and understanding of well-being (C)
• express personal feelings, thoughts, and experiences (O)
• opportunity for classmates to respond empathetically and respectfully (O)

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 (C)
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers (O)
• engage with and learn form differences and diversity (O)
• express, learn from, and build multiple perspectives on social experiences and diversity (O)

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• strategies for personal and/or social change for the promotion of healthy and equal relationships.(O)
• conflict resolution and anti-violence strategies (O)
• where and how to seek out help and support (O)

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 (O)
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships (C)
• Opportunity for the development of supportive connections between students and teachers/adults (O)

Structure and Format:

• Research-based introduction
• 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

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
• brainstorming

Indirect Instruction

• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Oral and written reflection/journal writing

Assessment Methods:

Demonstration/Performance:

• Class
• Role playing
• Simulations

This resource explores sexual harassment in school and workplace settings. Sexual harassment is defined and described, along with distinguishing behaviours, types, myths and realities, and it differentiates between impact and intent. Information is provided on what to do if you are being sexually harassed. The resource discusses school board policies and procedures. Legal aspects of sexual harassment are explored and discussed. Specifically, criminal vs. civil remedies, sexual assault and the criminal law, sexual harassment and civil remedies, discrimination, and human rights are defined and discussed in a group setting.