LEARN's Focus in Action videos show how three teachers and their classrooms of students worked their way through: interdisciplinary planning; Cross-Curricular Competency development; use of the Broad Areas of Learning; subject-specific content; scaffolding student development and use of competencies; and overall implementation of competency teaching and learning in the Secondary Cycle 1 classroom.

Each classroom was visited three times to document how teachers and students planned for and engaged in learning through complex tasks. The perspective of the video comes from the three teachers trying to make sense of the Québec Education Program and using the Focus Secondary, Cycle 1 materials to facilitate their planning, teaching and student learning.

Focus in Action

Focus Tools

Graphic Organizers provided in Focus, Secondary Cycle 1 can be used as a guide for ongoing assessment. Teachers and students alike can use the graphic organizers to evaluate throughout the learning situation. Students can self- and peer-evaluate and set personal learning goals and teachers can evaluate competencies at different phases of the process.

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CCC1: Uses Information

Key Features from the QEP

In the classroom?

Graphic Organizers

Systematizes the information-gathering process

- Establishes research strategies
- Determines the pertinence of information
- Identifies the value of each piece of information

Description:

The student has developed strategies to access information effectively from different sources including databases, written and audio-visual documents and experts, for a variety of purposes

Bibliography 1
Bibliography 2
Conducting a Survey - Preparing for the survey
Internet Search Plan
Q3 - The 3 Questions of Information-Gathering
Researching Internet Guide
Using Information

Gathers information

- Selects appropriate information sources
- Compares information from different sources
- Evaluates the validity of information according to criteria
- Makes connections between what he/she already sknows and new information
- Distinguishes between essential and secondary information
- Seeks further information

Description:

The student carefully selects sources and is able to assess the usefulness of the information gathered. He or she is able to compare and analyze the content in order to determine its usefulness. He or she can organize the information and make connections to prior knowledge. The student knows when to pursue further research.

3 Questions & Answers
Analogies
Common Threads 1 & 2
Conducting a Survey - Answer and Tally Sheet
Conducting a Survey - Asking Questions (Multiple-choice & Open questions)
Consulting Various Media
Resource Organizer
Selecting Relevant Information
Taking Notes

Puts information to use

- Answers his/her questions, using the information gathered
- Compares his/her new learning with previous learning
- Uses information in new context
- Respects copyright

Description:

While using the acquired knowledge to answer the question at hand, the student can also apply it to new contexts. The student is mindful of copyright by citing his or her sources appropriately.

Analogies
Common Threads 1 & 2
Comparing This and That
Comparing This, That & the Other
Conducting a Survey - Answer and Tally Sheet
Summarize It!
Synthesize It!
Using Information

CCC 1.1: 3 Questions and Answers

3 Questions & AnswersThis organizer expands on Q3 - The Three Questions of Information Gathering by asking students to think about where information can be found and then identify the information they found.

Key feature: Gathering information

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CCC 1.2: Analogies

AnalogiesThis organizer helps students make links between two ideas, concepts, or things that are similar in some respects.

Key feature: Gathers information

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CCC 1.3: Bibliography 1

BibliographyThis organizer will allow students to cite their sources of information.

Key feature: Systematizes the information-gathering process

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CCC 1.4: Bibliography 2

Bibliography 2This organizer will allow the more advanced or more experienced student to cite the sources of information used. They would not require the prompting questions.

Key feature: Systematizes the information-gathering process

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CCC 1.5: Common Threads 1

Common Threads 1This organizer helps students organize their research and use the information in new ways by comparing important or relevant information from different sources.

Key features: Gathers information, Puts information to use

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CCC 1.6: Common Threads 2

Common Threads 2This organizer helps students to organize information gathered from different sources. Students are then able to identify what the sources have in common.

Key features: Gathers information, Puts information to use

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CCC 1.7: Comparing This and That

Comparing This and ThatThis 2-item comparison matrix allows students to isolate two important characteristics and specifically compare them and then to finally draw conclusions.

Key feature: Puts information to use

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CCC 1.8: Comparing This, That & the Other

Comparing This, That & the OtherThis 3-item comparison matrix allows students to isolate three important characteristics and specifically compare them and then to finally draw conclusions from the data collected.

Key feature: Puts information to use

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CCC 1.9: Conducting a Survey (Preparing for the Survey)

Conducting a Survey (Preparing for the Survey)This organizer is designed to help students gather information in preparation for the survey process they note the information they want to collect, who, and what to ask.

Key feature: Systematizes the information-gathering process

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CCC 1.10: Conducting a Survey (Asking Open-Ended Questions)

Conducting a Survey (Asking Open-Ended QuestionsThis organizer helps students to gather information and note their open-ended survey questions and the respondents' answers.

Key feature: Gathers information

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CCC 1.11: Conducting a Survey (Asking Multiple-Choice Questions)

Conducting a Survey (Asking Multiple-Choice QuestionsThis organizer helps students to organize students' multiple-choice survey questions and their accompanying four choices/responses.

Key feature: Gathers information

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CCC 1.12: Conducting a Survey

Conducting a SurveyThis organizer allows students to isolate the survey question and its possible answers. It allows students to gather the names of those interviewed and to tabulate the number of responses from the survey.

Key features: Gathers information, Puts information to use

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CCC 1.13: Conference (To Use Information)

ConferenceSelf-evaluative tool

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CCC 1.14: Consulting Various Media

Consulting Various MediaThis organizer is intended to help students track their viewing or listening of a media source such as a video, television program, CD-ROM, or audiotape, etc... Students are also asked to determine whether the resource contained essential or secondary information.

Key features: Gathers information, Puts information to use

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CCC 1.15: Internet Search Plan

Internet Search PlanThis organizer helps students organize their Internet search and gather information from the most useful sites in their search.

Key feature: Systematizes the information-gathering process

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CCC 1.16: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool.

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CCC 1.17: Q3 - The 3 Questions of Information Gathering

The 3 Questions of Information GatheringThis organizer helps students make connections between prior knowledge of a topic and what further information they will need. It prompts students to think about where information can be found.

Key feature: Systematizes the information-gathering process

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CCC 1.18: Reflecting on How I Used Information

Reflecting on How I Used InformationSelf-evaluative tool

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CCC 1.19: Researching Internet Guide

Researching Internet GuideThis organizer is designed to help students organize their Internet search.

Key feature: Systematizes the information-gathering process

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CCC 1.20: Resource Organizer

Resource OrganizerThis organizer encourages students to use a broad variety of resources and assists them in thinking of resources they may not have considered on their own. It also asks students to make a judgment as to the usefulness of the resource.

Key feature: Gathers information

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CCC 1.21: Selecting Relevant Information

Selecting Relevant InformationThis organizer helps students to identify relevant information in the research they conducted.

Key feature: Gathers information

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CCC 1.22: Summarize It!

Summarize It!This organizer helps students to isolate the general statement or topic, break it down to more specific information, and finally make note of specific examples. Distilling and summarizing information from information-based texts.

Key feature: Puts information to use

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CCC 1.23: Synthesize It!

Synthesize It!This organizer helps students to isolate the central concept, break it down to more specific information, and finally make note of specific examples. Distilling and summarizing information from information-based texts.

Key feature: Puts information to use

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CCC 1.24: Taking Notes

Taking NotesThis organizer provides students with a framework for efficient note taking.

Key feature: Gathers information

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CCC 1.25: Thinking It Through...

Thinking It Through...Self-evaluative tool

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CCC 1.26: Using Information

Using InformationThis organizer encourages students to identify the value of information from different sources. It then asks students to put this information to use and answer their questions using the information they've gathered.

Key features: Systematizes the information-gathering process, Puts information to use

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CCC2: Solves Problems

Key Features from the QEP

In the classroom?

Graphic Organizers

Analyzes the components of a situational problem

- Identifies the context and the main elements of the situational problem and makes connections among them
- Recognizes similarities to situational problems solved previously

Description:

Whether teacher-posed or real-life, the student is able to define a problem and identify the key elements of the situation by calling upon his or her previous experience.

Brainstorm!
Formulating Questions
Problems and Metaphors
What's the Problem?

Tests possible solutions

- Lists and classifies possible solutions
- Considers the appropriateness of each solution and its requirements and consequences
- Chooses a possible solution, applies it and evaluates its effectiveness - Chooses and tests another possible solution if necessary

Description:

The student understands that there are many ways to solve problems and examines many possibilities in order to make an informed choice. He or she can compare the advantages and disadvantages before selecting the solution that seems most appropriate given the context and the resources that are available. After attempting to solve the problem, the sstudent evaluates the effectiveness of his or her methods. He or she remains flexible, trying again, using other means, reformulating hypotheses and sharing ideas with others, until an effective solution is found.

Goal and Action Plan
Plus, Minus, Interesting
Problems and Metaphors
Strategies: Pros and Cons
What's the Problem?

Adopts a flexible approach

- Reviews the steps taken
- Redoes some of them if necessary
- Identifies successful strategies and analyzes the difficulties encountered

Description:

The student can reflect on his or her problem-solving process, identifying strategies that were successful and difficulties that were encountered. He or she can apply successful strategies to new problem-solving situations.

Goal and Action Plan
Plus, Minus, Interesting

CCC 2.1: Brainstorm!

Brainstorm!This organizer provides a space for students to conduct an initial brainstorm, then prompts them to identify key ideas and questions.

Key feature: Analyzes the components of a situational problem. 

DownloadBrainstorm pdf​​​​​​​

CCC 2.2: Conference

ConferenceSelf-evaluative tool

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CCC 2.3: Formulating Questions

Formulating QuestionsThis organizer assists students in formulating questions by prompting them to identify the issues and context of a situation. 

Key feature: Analyzes the components of a situational problem.

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CCC 2.4: Goal and Action Plan

Goal and Action PlanThis organizer may be used throughout the problem-solving process to help students plan and reflect on the procedures that were used. It assists students in evaluating the effectiveness of the procedure or strategy applied and to assess why their goal was or was not met. 

Key features: Tests possible solutions, Adopts a flexible approach

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CCC 2.5: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool

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CCC 2.6: Plus, Minus, Interesting

Plus, Minus, InterestingThis organizer allows students to reflect on the strategy they chose by identifying the successes, difficulties, and consequences of the strategy. 

Key features: Tests possible solutions, Adopts a flexible approach

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CCC 2.7: Problems & Metaphors

Problems & MetaphorsThis organizer encourages students to recognize similarities to problems solved previously and then consider possible solutions. 

Key features: Analyze the components of a situation, Tests possible solutions

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CCC 2.8: Reflecting on My Problem-Solving Process

Reflecting on My Problem-Solving ProcessSelf-evaluative tool

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CCC 2.9: Strategies: Pros and Cons

Strategies: Pros and ConsThis organizer helps students to brainstorm different possible strategies and consider the appropriateness of each strategy by identifying its pros and cons. Students then select which strategy they will use and explain their choice. 

Key feature: Tests possible solutions

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CCC 2.10: Thinking it Through ...

Thinking it ThroughSelf-evaluative tool

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CCC 2.11: What's the Problem?

What's the ProblemThis organizer is designed to help students identify the main elements of a problem and to think back to prior experiences that might be related to their current problem. It also helps students brainstorm a list of strategies they can use to solve the problem. Students can draw, create a flow chart, or write in point form to explain how they will apply the strategy that they have selected. 

Key features: Analyzes the components of a situational problem, Tests possible solutions

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CCC3: Exercises Critical Judgment

Key Features from the QEP

In the classroom?

Graphic Organizers

Forms an opinion

- Defines the question under consideration. Weighs the logical, ethical, or aesthetic issues involved
- Goes back to the facts, verifies their accuracy, and puts them in context
- Looks at various options and considers existing or possible points of view
- Bases his/her opinion on logical, ethical, or aesthetic criteria
- Adopts a position

Description:

The student is called upon to make judgments in many contexts which include moral and ethical issues, appreciation of arts and literature, and problem-solving situations. While the student realizes that there may be many ways to view the issues, he or she takes an informed position that is based on analysis and well-established criteria rather than conjecture.

An Informed Opinion
My Opinion
Questioning an Issue
How Does it Measure Up? 1 & 2

Expresses his/her judgment

- Articulates and communicates his/her viewpoint
- Justifies his/her position

Description:

The student is able to express his or her position clearly and to explain his or her reasoning to others.

Compare and Contrast
How Does It Measure Up? 1 & 2
My Opinion

Qualifies his/her judgment

- Compares his/her opinion with those of others
- Reconsiders his/her position
- Evaluates the respective influence of reason and emotion on his/her approach
- Recognizes his/her biases
- Repeats the whole exercise if necesssary

Description:

The student understands that his or her opinions can be influenced by a range of thoughts, emotions, and external factors. He or she is increasingly aware that many issues are more complex than they first appear and that making a judgment goes beyond stating what one likes or dislikes. After hearing the views of others, the student is ready to re-evaluate his or her position.

Compare and Contrast
My Opinion
Questioning an Issue
What Influences You?

CCC 3.1: An Informed Opinion

An Informed OpinionThis organizer guides students in forming an opinion by asking them to consider the facts and put them into context. 

Key feature: Forms an opinion

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CCC 3.2: Compare and Contrast

Compare and ContrastThis organizer will help a student to share his/her point of view with a partner. It may also help the students to re-evaluate their own opinion. 

Key features: Expresses his/her judgment, Qualifies his/her judgment

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CCC 3.3: Conference

ConferenceSelf-evaluative tool

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CCC 3.4: How Does it Measure Up?

How Does it Measure Up?This organizer provides space for students to set up criteria in order to help them make a choice, decision, or judgment. They are asked to provide a rationale for their final decision. 

Key features: Forms an opinion, Expresses his/her judgment

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CCC 3.5: My Opinion

My OpinionThis version of the organizer provides space for students to set up criteria in order to assess two possible options. They are asked to provide a rationale for their final decision. 

Key features: Forms an opinion, Expresses his/her judgment

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CCC 3.6: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentThis organizer assists students in forming, articulating, and identifying the source of their opinion or point of view. 

Key features: Forms an opinion, Express his/her judgment, Qualifies his/her judgment

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CCC 3.7: Questioning an Issue

Questioning an IssueSelf-evaluative tool

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CCC 3.8: Reflecting on How I Exercised Critical Judgment

Reflecting on How I Exercised Critical Judgment

This organizer helps students to define and clarify the issue. It asks students to break down the issue into specific questions and to balance his or her viewpoint with someone else's. The student is asked to express his or her opinion based on the information gathered and to think about what influenced him or her. 

Key feature: Forms an opinion, Qualifies his/her judgment

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CCC 3.9: Thinking it Through ...

Thinking it Through ...Self-evaluative tol

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CCC 3.10: What Influences You?

What Influences You?Self-evaluative tool

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CCC4: Uses Creativity

Key Features from the QEP

In the classroom?

Graphic Organizers

Becomes familiar with all the elements of a situation

- Defines the objectives and issues involved
- Is open to different ways of perceiving the situation
- Listens to his/her intuitions
- Envisages different scenarios and procedures

Description:

The student can take initiative and visualize possible outcomes when faced with an academic or real-life challenge. Rather than remaining fixed on one idea or right way of accomplishing a task, he or she can envision ways of proceeding.

Creating a Different Plan
Idea-Go-Round

Explores

- Accepts risks and unknowns
- Plays with ideas
- Proceeds by trial and error
- Turns obstacles into resources
- Recognizes possible or partial solutions
- Is receptive to new ideas and ways of doing things

Description:

The student is open to new situations and is willing to take risks. When faced with problems, he or she explores a variety of approaches and is not discouraged by failed attempts. In addition, the student understands the importance of applying strategies and techniques (such as brainstorming) to overcome mental blocks and frustration. He or she is open to suggestions from peers and teachers, while maintaining a sense of individuality.

A World of Possibilities
Creating a Different Plan
Thinking Outside the Box
What Inspires Me?

Adopts a flexible mode of operation

- Tries out new approaches
- Uses new ideas
- Explores new strategies and techniques
- Expresses his/her ideas in new ways

Description:

Always in search of new ways of thinking and doing, the student finds innovative ways to use existing resources and to express his or her ideas.

A World of Possibilities
Exploring Different Modes
Thinking Outside the Box
What Inspires Me?

CCC 4.1: A World of Possibilities

A World of PossibilitiesThis organizer allows students to explore different procedures and encourages them to use new ideas and accept risks and unknowns.

Key features: Explores, Adopts a flexible mode of operation​​​​​​​

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CCC 4.2: Conference

ConferenceSelf-evaluative tool

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CCC 4.3: Creating a Different Plan

Creating a Different PlanThis organizer helps students envisage different ways of proceeding and asks them to identify how to turn obstacles into resources.

Key features: ​​​​​​​Becomes familiar with all the elements of a situation, Explores

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CCC 4.4: Exploring Different Modes

Exploring Different ModesThis organizer helps students choose the mode they will use to deliver their message by reflecting on the message, its different aspects and the audience.

Key feature: ​​​​​​​Adopts a flexible mode of operation

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CCC 4.5: Idea-Go-Round

Idea-Go-RoundThis organizer allows students to brainstorm and share different issues involved in a situation. It promotes looking at a situation in different ways.

Key feature: Becomes familiar with all the elements of a situation​​​​​​​

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CCC 4.6: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool

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CCC 4.7: Reflecting on How I Used Creativity

Reflecting on How I Used CreativitySelf-evaluative tool​​​​​​​

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CCC 4.8: Thinking It Through ...

Thinking It Through ...Self-evaluative tool​​​​​​​

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CCC 4.9: Thinking Outside the Box

Thinking Outside the BoxThis organizer asks students to think outside the box by imagining new and creative ways of proceeding.

Key features: Explores, Adopts a flexible mode of operation​​​​​​​

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CCC 4.10: What Inspires Me?

What Inspires MeThis organizer asks students to reflect about what inspires them to help them make appropriate choices.

Key features: ​​​​​​​Explores, Adopts a flexible mode of operation

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CCC5: Adopts Effective Work Methods

Key Features from the QEP

In the classroom?

Graphic Organizers

Considers all aspects of a task

- Adopts the objective and evaluates its complexity
- Identifies the available resources
- Imagines various ways to carry out the task
- Reflects on the best way to perform it
- Plans how to carry it out

Description:

The students understands the task and the requirements of carrying it out effectively. He or she can list the resources that can be drawn upon to complete the task. After considering different approaches, the student decides jon the most appropriate means to reach his or her goal. Finally, the student is able to develop a plan that will help him or her to manage the process.

Breaking It Down
Detailed Timeline
Information Resouces List
Project Planner
Project Timeline

Adjusts his/her approach

- Employs the necessary resources: people, materials, time, etc.
- Adapts his/her work method to the task and context and readjusts his/her actions as required
- Completres the task

Description:

During the course of his or her work, the student demonstrates the ability to assess his or her progress and make the necessary adjustments.

Information Resources List
Project Timeline
Taking Stock

Analyzes his/her procedure

- Examines the procedure used
- Recognizes what was effective and what worked less well
- Assesses the requirements of the task
- Imagines contexts in which the approach could be reapplied

Description:

The student reflects on his/her process and determines what worked, what did not, and what could be improved in future tasks.

Plus, Minus, Interesting
Reflecting on my Work Methods
Taking Stock

CCC 5.1: A Detailed Timeline

A Detailed TimelineThis organizer is designed to help students plan how to carry out an assignment by charting different tasks on a timeline.

Key feature: Consider all aspects of a task​​​​​​​

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CCC 5.2: Breaking It Down

Breaking It DownThis organizer helps students plan, set deadlines, detail the components of their assignment, and keep track of their work.

Key feature: Consider all aspects of a task​​​​​​​

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CCC 5.3: Conference

ConferenceSelf-evaluative tool

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CCC 5.4: Evaluating My Progress

Evaluating My ProgressSelf-evaluative tool

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CCC 5.5: Information Resources List

Information Resources ListThis organizer is designed to help students identify the resources that they will need for a certain task.

Key features: ​​​​​​​Consider all aspects of a task, Adjusts his/her approach

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CCC 5.6: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool

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CCC 5.7: Plus, Minus, Interesting

Plus, Minus, InterestingThis organizer allows students to reflect on their approach by examining their successes and difficulties. Students are also asked to reflect on what they learned from their approach and to imagine contexts where the approach could be reapplied.

Key feature: Analyzes his/her procedure​​​​​​​

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CCC 5.8: Project Planner

Project PlannerThis organizer helps students to break down and identify the steps of a proposed project and to reflect on subsequent steps. The steps/phases are recursive to allow students to make necessary changes.

Key feature: Consider all aspects of a task​​​​​​​

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CCC 5.9: Project Timeline

Project TimelineThis organizer guides a team's project with a visual plan of what is to be completed and when. Students reflect on whether or not they are on track.

Key features: ​​​​​​​Consider all aspects of a task, Adjusts his/her approach

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CCC 5.10: Reflecting on My Work Methods

Reflecting on My Work MethodsThis organizer allows students to reflect on their work methods and evaluate what worked well and what they would do differently.

Key feature: ​​​​​​​Analyzes his/her procedure

DownloadThinking it Through pdf

 

CCC 5.11: Reflecting on My Work Methods

Reflecting on My Work MethodsThis organizer allows students to reflect on their work methods and evaluate what worked well and what they would do differently.

Key feature: ​​​​​​​Analyzes his/her procedure

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CCC 5.12: Taking Stock

Taking StockThis organizer asks students to reflect on work in progress, to consider whether their work methods are effective and to adjust their actions as required.

Key feature: Adjusts his/her approach, Analyzes his/her procedure​​​​​​​

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CCC 5.13: Thinking It Through ...

Thinking It Through ...Self-evaluative tool

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CCC7: Uses His/Her Potential

Key Features from the QEP

In the classroom?

Graphic Organizers

Recognizes his/her personal characteristics

- Identifies his/her feelings, thoughts, vaues, cultural frame of reference and options
- Identifies his/her strengths and waknesses
- Assesses the quality and appropriateness of his/her choices of action
- Recognizes the impact of his/her actions on his/her successes and difficulties
- Evaluates his/her achievements and progress

Description:

The student is gaining a sense of self and is becoming aware of the roles that he or she may take on in society. The student is developing a sense of his or her strengths and weaknesses, aptitudes, and interests. He or she is increasingly able to see the positive and negative aspects of the choices made on a daily basis and to recognize the impact of these actions on his or her life. The student is able to assess his or her own growth and potential as a learner.

Different Perspectives
Discussing With Others
Goal and Action Plan
Things About Me

Takes his/her place among others

- Recognizes that he/she is part of a community
- Compares his/her values and perceptions with those of others
- Perceives the influence of others on his/her values and choices
- Expresses his/her opinion and choices
- Respects others

Description:

The student sees him or herself as an individual who belongs to a larger social and cultural group. He or she recognizes the influence that these groups may have on his or her identity. The student can express his or her thoughts and feelings without trying to impose his or her views on others.

Common Ground
Different Perspectives
Discussing with Others
From Goals to Action

Makes good use of his/her personal resources

- Establishes short- and long-term goals
- Establishes criteria for personal, academic, and career success
- Makes the efforts required to achieve his/her goals
- Perseveres in the effort to achieve his/her goals
- Displays increasing autonomy

Description:

With some guidance, the student is able to set personal and academic goals based on criteria that he or she has established as a measure of success. He or she takes ownership and responsibility for achieving these goals and does not give up when faced with difficulties.

From Goals to Actions
From Values to Actions
Goal and Action Plan
Spheres of Influence
Things About Me

CCC 7.1: Common Ground

Common GroundThis organizer allows students to share their values or perceptions with their team members and then identify their shared values.

Key feature: Takes his/her place among others​​​​​​​

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CCC 7.2: Conference

ConferenceSelf-evaluative tool

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CCC 7.3: Different Perspectives

Different PerspectivesThis organizer is designed to help students share their feelings and values and compare their views with the views of others.

Key features: Recognizes his/her personal characteristics, Takes his/her place among others​​​​​​​

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CCC 7.4: Discussing with Others

Discussing with OthersThis organizer is an excellent individual follow-up to a group discussion and encourages students to reflect on the influence of others on his/her viewpoint.

Key features: Recognizes his/her personal characteristics, Takes his/her place among others​​​​​​​

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CCC 7.5: From Goals to Actions

From Goals to ActionsThis organizer helps students to concretely note the goals they wish to accomplish. It allows them to visualize their proposed plan of action and the timeframe in which the goal will be reached.

Key feature: Makes good use of his/her personal resources​​​​​​​

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CCC 7.6: From Values to Actions

From Values to ActionsThis organizer facilitates planning and assists students in establishing goals and evaluating their choices of action and achievements based on the values they hold.

Key feature: ​​​​​​​Makes good use of his/her personal resources

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CCC 7.7: Goal and Action Plan

Goal and Action PlanThis organizer facilitates goal-setting and planning and assists student in establishing goals and evaluating their choices of action and achievements.

Key features: Recognizes his/her personal characteristics, Makes good use of his/her personal resources​​​​​​​

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CCC 7.8: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool​​​​​​​

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CCC 7.9: Reflecting on Achieving My Potential

Reflecting on Achieving My PotentialSelf-evaluative tool

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CCC 7.10: Spheres of Influence

Spheres of InfluenceThis organizer helps students take notice of how much control they have over a given situation. It guides them to focus on the areas where they can have the most impact in order to formulate goals, ideas, and solutions.

Key feature: ​​​​​​​Makes good use of his/her personal resources

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CCC 7.11: Things About

Things AboutThis organizer is designed to help students gain self-awareness by identifying their strengths and areas where they need improvement and to reflect on some of the choices they made in the past. It also encourages student to keep track of the goals they have set for themselves and to evaluate their progress.

Key features: Recognizes his/her personal characteristics, Makes good use of his/er personal resources​​​​​​​

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CCC 7.12: Thinking It Through ...

Thinking It Through ...Self-evaluative tool​​​​​​​

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CCC8: Cooperates With Others

Key Features from the QEP

In the classroom?

Graphic Organizers

Contributes to team efforts

- Assesses what sort of collaboration or cooperation a task lends itself to
- Participates actively in classroom and school activities with a cooperative attitude
- Uses differences constructively to attain a common objective
- Plans and carries out work with others
- Carries out his/her task according to the procedure agreed on by the team
- Manages conflict

Description:

The student recognizes when and how it is best to work with others to accomplish a task. He or she participates actively in pairs, small groups, or larger teams. The student is aware of his or her own strengths and shares them with his or her teammates for the benefit of the group. He or she is able to accomplish tasks individually and with others, according to the plan set out by the team. When a conflict occurs, the student can negotiate to find a compromise that will be accepted and implemented by team members.

Our Team Agrees On...
Our Responsibilities
Our Strengths
We Disagree...Now What? (3- & 4-person group)

Uses teamwork effectively

- Recognizes which tasks can be done more effectively by means of teamwork
- Assesses the challenges or issues involved
- Recognizes the benefits of teamwork for himself/herself and others
- Assesses his/her participation and that of peers
- Identifies desirable improvements

Description:

The student is able to determine which tasks to take on as a whole team and when to split the workload amongst teammates. The student realizes how he or she contributes to the group's efforts and how others' contributions have facilitated his or her learning. Throughout the task, the student reflects on his or her own participation and that of other team members and suggests changes to improve the team's process.

Coooperative Learning Peer Evaluation
Our Responsibilities
Taking Stock
To Do List
We Disagree...Now What? (3- & 4-person group)

Interacts with an open mind in various contexts

- Accepts others as they are and recognizes their interests and needs
- Exchanges points of view, listens to others, and respects different views
- Adapts his/her behaviour to the team members and the task

Description:

The student works on accepting and respecting others in the team, recognizing that all points of view should be heard. He or she adapts his or her behaviour in order to create a positive and productive work environment and to meet teammates' needs.

Cooperative Learning Peer Evaluation
Our Team Agrees On
Taking Stock
We Disagree...Now What? (3- & 4-person group)

CCC 8.1: Conference

ConferenceSelf-evaluative tool

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CCC 8.2: Cooperative Learning Peer Evaluation

Cooperative Learning Peer EvaluationThis organizer will ask the student to evaluate the contribution of his or her teammates to the group's efforts and to make suggestions for improvement.

Key features: Uses teamwork effectively, Interacts with an open mind in various contexts​​​​​​​

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CCC 8.3: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool

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CCC 8.4: Our Responsibilities

Our ResponsibilitiesThis organizer helps students to identify which tasks to take on as a team and which to divide amongst members. It asks students to assign specific tasks to each team member and encourages them to keep track of their progress.

Key features: ​​​​​​​Contributes to team efforts, Uses teamwork effectively

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CCC 8.5: Our Strengths

Our StrengthsThis organizer asks students to identify the strengths of each team member then selects tasks based on their aptitudes.

Key feature: ​​​​​​​Contributes to team efforts

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CCC 8.6: Our Team Agrees On ...

Our Team Agrees On ...This organizer allows all team members to participate in establishing a procedure and carrying out the task.

Key features: ​​​​​​​Contributes to team efforts, Interacts with an open mind in various contexts

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CCC 8.7: Reflecting on Cooperation

Reflecting on CooperationSelf-evaluative tool

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CCC 8.8: Taking Stock

Taking StockThis organizer is designed to help students evaluate their progress and adjust their strategies as required throughout the collaborative process.

Key features: Uses teamwork effectively, Interacts with an open mind in various contexts​​​​​​​

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CCC 8.9: Thinking It Through ...

Thinking It Through ...Self-evaluative tool​​​​​​​

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CCC 8.10: To Do List

To Do ListThis organizer helps teams plan different tasks by identifying the required resources and which member will be responsible for which task.

Key feature: ​​​​​​​Uses teamwork effectively

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CCC 8.11: We Disagree...Now What? (Resolving conflict in a 3-person group)

We Disagree...Now What? (Resolving conflict in a 3-person group)This organizer helps students resolve a conflict in a three-person group. Each student has the opportunity to express, in writing, what they disagree about and the group must come to a compromise and consensus.

Key features: Contributes to team efforts, Uses teamwork effectively, Interacts with an open mind in various contexts

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CCC 8.12: We Disagree...Now What? (Resolving conflict in a 4-person group)

We Disagree...Now What? (Resolving conflict in a 4-person group)This organizer helps students resolve a conflict in a four-person group. Each student has the opportunity to express, in writing, what they disagree about, and the croup must come to a compromise or consensus.

Key features: Contributes to team efforts, Uses teamwork effectively, Interacts with an open mind in various contexts​​​​​​​

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CCC9: Communicates Responsibly

Key Features from the QEP

In the classroom?

Graphic Organizers

Becomes familiar with various modes of communication

- Knows and observes usage, rules, codes, and conventions associated with different modes of communication
- Uses their resources

Description:

The student is at ease with various modes of communication - verbal, visual, musical, gestural, symbolic, or media-related. He or she uses them appropriately to express his or her ideas, thoughts, and feelings across the curriculum. The student explores the resources available for different modes of communication in a variety of subject areas.

Preparing for Communication
Representing Information

Uses teamwork effectively

- Chooses one or more modes of communication suited to the context and purpose of communication
- Identifies ways of communicating suited to the target audience and their characteristics

Description:

The student chooses the modes of communication that are best suited to his or her purpose and is then able to design a message that is adapted to the intended audience, e.g. younger students, peers, or adults

Knowing Your Audience
Preparing for Communication
Representing Information
The Process of Communication

Manages the communication process

- Takes into account factors that may facilitate or hinder communication
- Adjusts the communication on the basis of the reactions of the target audience
- Recognizes the strategies used throughout the process and evaluates their effectiveness.

Description:

The student can set criteria for successful communication. He or she considers audience feedback and revises his or her message if needed. The student understands the communication process and can evaluate the quality of his or her productions.

Communication: Peer Feedback
Mission...Accomplished

CCC 9.1: Communication: Peer Feedback

Communication: Peer FeedbackThis organizer allows students to provide a peer with feedback on their communication. It asks the student to evaluate the effectiveness of their peer's communication strategies.

Key feature: Manages the communication process​​​​​​​

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CCC 9.2: Conference

ConferenceSelf-evaluative tool

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CCC 9.3: Knowing Your Audience

Knowing Your AudienceMaking Links Between Relationships

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CCC 9.4: Mission...Accomplished

Mission...AccomplishedMaking Links Between Relationships

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CCC 9.5: Observation of Cross-Curricular Competency Development

Observation of Cross-Curricular Competency DevelopmentSelf-evaluative tool

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CCC 9.6: Preparing for Communication

 Preparing for CommunicationMaking Links Between Relationships

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CCC 9.7: Reflecting on Communicating Appropriately

Reflecting on Communicating AppropriatelySelf-evaluative tool​​​​​​​

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CCC 9.8: Representing Information

Representing InformationMaking Links Between Relationships

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CCC 9.9: The Process of Communicating

The Process of CommunicationThis organizer allows students to select the best-suited mode of communication based on target audience and the purpose of communication.

Key feature: ​​​​​​​Analyzes the communication situation

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