Tools for Change: An Educator's Resource Site

Author(s): Committee for Children

Publisher: Committee for Children

Type of Resource: Handbook of classroom activities accompanied by a video and other teaching tools

Target Grades: 5-6

Canadian Resource? No

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? www.cfchildren.org/str/pdfs/evalimplementpdfs/strevaltools.pdf

Subject Areas:language, the arts, health and physical education, religion, family life

GRADE FIVE

Language: Writing

Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)

Language: Reading

Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Language: Oral and Visual Communication

Ask and answer questions on a variety of topics to acquire and clarify information

Express and respond to ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.

Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group

Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations

The Arts: Drama and Dance

Describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses (e.g., through interviews, research), and compare the responses

Solve problems presented through drama and dance, working in large and small groups and using various strategies

Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama

Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions

Health and Physical Education: Healthy Living

Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)

Identify strategies to deal positively with stress and pressures that result from relationships with family and friends

Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers

Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others

Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)

Catholic Education Religion and Family Life

Religion:

• right and wrong choices; consequences and responsibilities

Family Life:

• choices, responsibility and consequences, commitment
• community, signs of a good community

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

Explain their interpretation 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

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

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)

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

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

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• 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 and choices impact the well being of others
• increase awareness of how actions/choices of others impact personal well-being

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

• explore relationships from personal perspectives and experiences
• define values of healthy, supportive and caring 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

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence in an age-appropriate manner
• recognizing and understanding oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.) in an age-appropriate manner

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

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change in an age-appropriate manner

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
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• express, learn from, and build multiple perspectives on social experiences and diversity

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective
• strategies for personal and/or social change for the promotion of healthy and equal relationships.
• conflict resolution and anti-violence strategies
• choices and actions that promote mutual empowerment and respect
• where and how to seek out help and support

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
• 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

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
• 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.
• 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

Assessment Methods:

Pencil and Paper:

• Checklists
• Rubrics

Demonstration/Performance:

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

Personal Communication:

• Student-teacher conferences
• Interviews

Other:

• Parent involvement – letters home to explain program/units
• Staff training
• School-wide connections

The focus of this resource is on building positive relationships within the classroom. The resource provides students with conflict resolution strategies, information about bullying, and strategies for maintaining a safe and respectful school community. It also introduces students to the issue of sexual harassment and forms of discrimination based on gender, race and immigrant status. It consistently reinforces skills for positive relationship building and reinforces the message that everyone is responsible for putting an end to bullying and different forms of discrimination/exclusion.

The resource includes a teacher’s guide and teaching tools that include posters, activity handouts, transparencies, photo cards and two age-appropriate novels along with facilitation booklets. It also offers opportunities for wider integration into the curriculum by suggesting interesting and creative activities with identified curriculum connections for Art, Language Arts, Math, Music, Physical Education, Science, Social-Emotional Studies, and Social Studies