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MIDDLE YEARSHOME ECONOMICS/INDUSTRIAL ARTS:
LINKING LEARNING TO LIVING
A Support Documentfor Teachers
2003Manitoba Education and Youth
Manitoba Education and Youth Cataloguing in Publication Data
607.1 Middle years home economics / industrial arts : linkinglearning to living : a support document forteachers
Includes bibliographical references.ISBN 0-7711-2439-2
1. Home economics—Study and teaching(Secondary)—Manitoba. 2. Home economics—Studyand teaching (Elementary)—Manitoba. 3. Industrial arts—Study and teaching (Secondary)—Manitoba. 4. Industrialarts—Study and teaching (Elementary)—Manitoba.I. Manitoba. Manitoba Education and Youth.
Copyright © 2003, the Crown in Right of Manitoba as represented by the Minister ofEducation and Youth. Manitoba Education and Youth, School Programs Division, 1970Ness Avenue, Winnipeg, Manitoba R3J 0Y9.
Every effort has been made to acknowledge original sources and to comply with copyrightlaw. If cases are identified where this has not been done, please inform ManitobaEducation and Youth. Errors or omissions will be corrected in a future edition.
ACKNOWLEDGEMENTSManitoba Education and Youth gratefully acknowledges the contributions of the followingindividuals in the development of Middle Years Home Economics/Industrial Arts: LinkingLearning to Living: A Support Document for Teachers.
WriterSusan Wersch West Kildonan Collegiate Seven Oaks S.D.
Members of the Support Document CommitteeMark Blieske Lockport School Lord Selkirk S.D.
Doug Cameron Glenlawn Collegiate Louis Riel S.D.
Peter Fuller Sisler High School Winnipeg S.D.
Cathie Starkell Arthur Day Middle School River East-Transcona S.D.
Kris Stefansson École Leila North Seven Oaks S.D.Middle School
Manitoba Education and Youth StaffLee-Ila Bothe Coordinator Production Support Unit
Program Development Branch
Lynn Harrison Desktop Publisher Production Support UnitProgram Development Branch
Joyce MacMartin Project Manager Program and Policy Services UnitProgram Development Branch
Ken Nimchuk Project Leader Program and Policy Services UnitProgram Development Branch
Jan Oakley Publications Editor Production Support UnitProgram Development Branch
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CONTENTSPreface 1
Purpose 1Goals of This Support Document 1
Linking Learning to Living: Rationale of HomeEconomics/Industrial Arts Education 3
Active-Interactive Learning 5Balancing Work and Home Life 6Employability Skills, Essential Skills, and Career Development Skills 9
Linking Middle Years to Learning 13Fundamentals of the Home Economics/Industrial Arts Support Document 15Characteristics of the Middle Years Learner and Instructional Implications 16
Impacts on Learning 18Classroom Climate and Learning 18Motivation, Achievement, and Learning 18Talking and Learning 20Emotional/Physical Security and Learning 20Cultural Diversity and Learning 22
Ways of Learning 23Learning Styles 23Thinking Styles 24Multiple Intelligences 24
Home Economics/Industrial Arts Rationales and WebsiteResource Listings 27
Home Economics Education 29Clothing and Textiles 29Food and Nutrition 31Human Development 34
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Industrial Arts Education 38Graphic Communications 38Power/Energy 40Manufacturing 42Construction 45
How to Link Learning to Living 47Instructional Approaches 49Glossary of Instructional Approaches 50
Direct Instruction 50Indirect Instruction 51Experiential Learning 52Independent Study 53Interactive Instruction 53
Evaluation and Assessment 55Assessment Types and Purposes 55Characteristics of Effective Assessment 56Assessment, Feedback, and Learning 56Glossary of Assessment Tools and Methods 57
Checklists 57Anecdotal Comments and Records 57Reviews of Drafts and Revisions 57Rubrics and Marking Scales 57Reflection Logs/Journals 57Self-Assessment Instruments 57Peer-Assessment Instruments 57Written Assignments/Essays 57Demonstrations/Presentations 57Projects 57Portfolios 58Journaling or Notebooking 58Tests and Exams 58Quizzes 58
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Rewriting Objectives to Learning Outcomes 59Why Learning Outcomes? 61What Are Learning Outcomes? 61What Are General Learning Outcomes (GLOs)? 61What Are Specific Learning Outcomes (SLOs)? 61What Are the Characteristics of Good Learning Outcomes? 61What Is the Importance of Action Verbs? 62Writing Learning Outcomes 64Home Economics/Industrial Arts: Rewriting Objectives
to Learning Outcomes Samples 64Tips for Rewriting Objectives to Learning Outcomes 65
Home Economics/Industrial Arts Learning OutcomesSamples 67
Learning Outcomes Samples 69Home Economics: Food and Nutrition 70Home Economics: Human Development 71Home Economics: Clothing and Textiles 72Industrial Arts: Comprehensive Safety 73Industrial Arts: Comprehensive Measurement 74Industrial Arts: Planning and Design 75Blank Learning Outcome Templates 77
References 81
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PREFACEPurposeHome Economics/Industrial Arts education studies is recognizedcurricula from Kindergarten to secondary levels in schoolsthroughout the world. In Canada, these curricula have a heritagethat began at Confederation. The ability of Home Economics/Industrial Arts programming to enhance the basic quality of life hashelped these subject areas gain wide acceptance across Manitoba.The purpose of this renewal document is to reshape and restructurethe current Home Economics and Industrial Arts programming toreflect best practice to better meet the needs of the Middle Yearsstudent.
Goals of This Support DocumentThe goals of the Home Economics/Industrial Arts support documentare to• provide conceptual and contextual information on the importance
of Home Economics and Industrial Arts programs and the learningneeds of Middle Years students
• provide a glossary of renewed instructional approaches andassessment tools/methods
• provide guidelines/resources on how to rewrite existing HomeEconomics/Industrial Arts curricula objectives as specific andgeneral learning outcomes
Current Curricula Manitoba Education and Youth
Curricula Year ofPublication
Home Economics 7-9: Clothing and TextilesHome Economics 7-9: Food and NutritionHome Economics 7-9: Human DevelopmentIndustrial Arts 7-9: Graphic CommunicationsIndustrial Arts 7-9: Power/Energy Industrial Arts 7-9: Manufacturing Industrial Arts 7-9: Construction
1982198219821983198319841984
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• provide samples of how to rewrite objectives as general learningoutcomes and implement current instructional approaches andassessment tools/methods
Teachers are encouraged to adapt the instructional approaches andassessment tools/methods. These approaches and methods giveteachers flexibility in providing students with connections within theglobal community in which they live.
The skills, knowledge, and attitudes required to support the learningoutcomes and themes will integrate the four foundation skill areas:literacy and communication, problem solving, human relations, andtechnology (Manitoba Education and Training, A Foundation forExcellence, 1995).
This document has been designed to allow for maximum flexibility toprovide Middle Years students in Manitoba with the opportunity toexperience the hands-on skills development, knowledge, andresources available in Home Economics/Industrial Arts education.Middle Years education can be categorized from Grades 5 to 8 orGrade 6 to Senior 1, depending on the educational setting. It is forthis reason that four levels of learning outcomes (exploratory,introductory, intermediate, and advanced) that are not grade-specifichave been outlined in this document. The four levels provide anopportunity for each school to select the time allocation that suits theneeds of their learning environment to incorporate Middle YearsHome Economics/Industrial Arts programming into their educationalplan. The inclusion of Home Economics/Industrial Arts education inthe Middle Years involves the implementation of the three Cs—Commitment to Middle Years Home Economics/Industrial Artseducation by Careful and Cooperative timetabling.
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Linking Living to Learning:Rationale of Home Economics/
Industrial Arts Education
• Active-Interactive Learning
• Balancing Work and Home Life
• Employability Skills, Essential Skills,and Career Development Skills
LINKING LIVING TO LEARNING: RATIONALE OF HOME ECONOMICS/INDUSTRIAL ARTS EDUCATION
Active-Interactive LearningCanada’s information society must have an educational systemconfident in its ability to meet the challenges of the 21st century. Oursociety is characterized by rapid social, economic, and technologicalchange. It is increasingly critical to our nation’s social and economicprosperity that Canadians be able to manage their own work andpersonal lives. Manitoba schools must provide relevant programs tohelp students of all ages take charge of their life/work destiny in acomplex and changing world.
Curricula must provide a balance of knowledge and skills for ouryouth to become literate and numerate as well as provide a forum forintellectual growth. The acquisition of knowledge takes many formsand cannot be communicated through words alone. Research showsthat as much as 80% of the classroom may be made up of studentswho don’t learn auditorily (Sousa, 1998). Students learn in differentmodalities—kinaesthetic, auditory, visual, and tactile. Programs withlearning activities that incorporate the modalities provide moreopportunities for success for students (Tileston, 2000). Learning is anactive-interactive process. Active participation through personalexperience provides learners the opportunity to create, construct, andextend their knowledge.
Tileston explains that our curricula are worthless if we cannotconvince students that they are learning useful life skills. Learning ismore effective when it occurs in meaningful and relevant contexts.Home Economics/Industrial Arts provides the setting for youth todevelop and to practise skills for daily living—skills that may not betaught outside of the school environment. Home Economics/IndustrialArts provides a unique contribution to education where studentsacquire many skills that benefit them throughout their work andhome life. The more effective we are in our daily lives, the moreeffective society becomes as a whole.
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Activeparticipationthrough personalexperienceprovides learnersthe opportunity tocreate, construct,and extend theirknowledge.
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Balancing Work and Home LifeOur economy will continue to be driven by globalization, demographicshifts, and technological advances. These will create highlycompetitive, rapidly changing work environments for the nextgeneration. The social, economic, and technological changes occurringin society affect work as well as personal and social relationships.Our future as a society is dependent upon youth and their ability tobe successful not only in the workplace but also in their homes andpersonal lives.
Home Economics is not solely based on the nature and challenges ofsecuring housing, acquiring appropriate clothing, caring for children,and food security. The curricula integrate the theories and practicesof processes involved in daily living issues in the areas of humanrelationships, consumerism, food and nutrition, clothing and textiles,and housing and aesthetics. Today’s Home Economics programminghas moved away from teaching manual housekeeping and care-givingskills exclusively, and moved towards decision making, managementskills, personal development, and a family development approach.Home Economics programming has an educative mission to provideresources to families, as families continue to be the primary source ofsupport and nurturing for individuals in a rapidly changing society.Young people have the opportunity to explore issues and experiencehands-on learning related to daily living.
Industrial Arts education programming provides lifelong learningpatterns for living/working effectively in a changing technologicalenvironment. Technology can be defined as “human innovation inaction” (Technology for All Americans, 1996, 16). Participants inIndustrial Arts programming work actively with technological tools,materials, and processes to transform real-life concepts and ideasinto goods and services. Problems, ideas, and concepts are exploredfrom the research/investigation stage to product development, andultimately to the final testing and assessment/evaluation. Because ofthe changing nature of society and the workplace, the skills andknowledge developed in Industrial Arts education are relevant tomany other areas of life as one assesses the societal/cultural impactsof technology.
Our future as asociety isdependent uponyouth and theirability to besuccessful not onlyin the workplacebut also in theirhomes andpersonal lives.
. . .the skills andknowledgedeveloped inIndustrial Artseducation arerelevant to manyother areas of lifeas one assesses thesocietal/culturalimpacts oftechnology.
Home Economicseducation has aneducative andpreventative missionto provide resourcesto families, asfamilies continue tobe the primarysource of supportand nurturing forindividuals in ourrapidly changingsociety.
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Home Economics/Industrial Arts programming builds on connectionsthat already exist and help to create relevance to learning life skills.Home Economics/Industrial Arts courses integrate a blend ofknowledge in the physical and biological sciences, social sciences, andthe arts and humanities with participatory activities that incorporatethe four modalities of learning (kinaesthetic, tactile, visual, andauditory). Males and females experience a new depth ofunderstanding due to the integration of knowledge and skills in apractical setting. The integration of cross-curricular skills,knowledge, and resources is essential in the successful learning anddevelopment of the emerging adult.
Home Economics/Industrial Arts EducationSpecializes in Hands-On Learning Experiences
Technology
Human World
Creation ofPhysical Products
Authentic Skills andKnowledge
Human Process
Design, Research, and Development
Home Economics/Industrial Artscourses integrate ablend of knowledgein the physical andbiological sciences,social sciences,and the arts andhumanities . . .
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Education needs to be about developing powers of thinking. HomeEconomics/Industrial Arts provides students the opportunity to workindependently and co-operatively with others through a process asthey apply decision-making, problem-solving, and critical-thinkingskills to problems and/or issues. Additional skills such as inferring,synthesizing, analyzing, and evaluating, as well as a complete rangeof communication skills including listening, speaking, representing,viewing, and of course reading and writing are part of HomeEconomics/Industrial Arts classrooms. These enriched learningenvironments offer challenging, stimulating, and fun activities thattantalize the thought process, raise the oxygen level in the brain, andcause people to want to be there.
Life is not a spectator sport; it is an exercise in active involvement,and education should reflect that active involvement (Tileston, 2000).Home Economics/Industrial Arts programming provides a variety ofinstructional strategies/methods for students to acquire knowledgewith an emphasis on discovery, inquiry, and experientialopportunities. The curricula incorporate a variety of studentactivities including brainstorming, case studies, demonstrations,
Home Economics/Industrial Arts Relationship to Areas of Knowledge
Technology
Human World
Social ScienceArt/Humanities
Values, Families, and Human Behaviour
Science/Math
Natural World
. . . challenging,stimulating, andfun activities thattantalize thethought process,raise the oxygenlevel in the brain,and cause peopleto want to bethere.
Students areencouraged tostrive for personalexcellence that willenhance the qualityof life forthemselves andother individuals intheir lives.
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discussions, interviews, presentations, tutoring, role playing,simulation, and above all hands-on interactive activities. Anemphasis on positive attitudes towards safe work habits for studentsthemselves and the well-being of others is a priority in theseclassrooms. Students are encouraged to strive for personal excellencethat will enhance the quality of life for themselves and otherindividuals in their lives.
The variety of programming in Home Economics/Industrial Artsplays a significant role in developing career awareness and aframework of skills that can be applied in a range of occupations tosupport society’s needs in the workplace. Education is more than akey to a good job, it also contributes to a full, well-balanced life. TheBlueprint for Life/Work Designs (2000) states that there areknowledge, skills, and attitudes that learners must attain in order toeffectively manage their life/work-building processes. HomeEconomics/Industrial Arts programming provide students theopportunity to attain knowledge, skills, values, attitudes, andbehaviours for a smooth transition to adult roles in the family,community, world of work, and higher education.
Employability Skills, Essential Skills, and Career DevelopmentSkills
Power/Energy
Graphic Communications
Food and NutritionConstruction
Human Development
Clothing and Textiles
Manufacturing
Home Economics/Industrial Arts education
specializes in hands-on learning experiences through the integration ofskills and knowledge that are applied
to authentic work and home/life situations.
Home Economics/Industrial Artsprograms providestudents theopportunity to attainknowledge, skills,values, attitudes,and behaviours for asmooth transition toadult roles in thefamily, community,world of work, andhigher education.
The new realities of today’s workplaces and workers have changedour perception of the concept of career. Career development iscomplex and multi-dimensional, involving growing through life andwork—an interweaving of learning, experiencing, living, working,changing, and identifying and discovering pathways (NationalLife/Work Centre, 2000). Both students and adults are confrontedwith the rapidly changing workplace. These changes include theredistribution of available jobs and alternative work formats (such asjob sharing, part time, self-employment); a more rapid rate oftechnological and other changes that create the need for frequentlife/work decisions; and increased requirements for workers to haveinterpersonal, problem-solving, thinking, learning, and creative skills(National Life/Work Centre, 2000).
The skills and knowledge developed in Home Economics/IndustrialArts programs are useful to students not only in their personal lives,but also in securing and holding employment in business, industry,and the professions. The following chart summarizes the skills,attitudes, and behaviours for life, learning, and work that aresupported by Home Economics/Industrial Arts education, TheConference Board of Canada (CBC), Human Resources DevelopmentCanada (HRDC) and The National Life/Work Centre.
Career development is about growing through life and work: aboutlearning, experiencing, living, working, and changing; about creatingand discovering pathways through one’s life and work (National Life/Work Centre, 2000). Home Economics/Industrial Arts programmingaspires to increase the resourcefulness of young people and help themto live satisfying lives.
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Employability Skills, Essential Skills, and Career Development Skills
NLWC—The National Life/Work Centre; CBC—Conference Board of Canada; HRDC—Human Resources Development Canada
Skills, Attitudes, and Behaviours forLife, Learning, and Work
Blueprint for
Life/WorkNLWC
EmployabilitySkillsCBC
EssentialSkillsHRDC
Home Economicsand
Industrial ArtsEducation
Reading TextDocument UseWritingNumeracy (Math)Working with Others
Cooperative and Social SkillsConflict Resolution/Communication
Continuous LearningOral CommunicationComputer UseThinking Skills
Problem SolvingDecision MakingJob Task PlanningJob Task OrganizationSignificant Use of MemoryFinding InformationAnalytical Skills
Self-Esteem and ConfidenceHonesty, Integrity, and Personal EthicsInitiative, Energy, Persistence to
Get the Job DoneAccountability for Actions TakenPositive Attitude Toward ChangeRecognition of and Respect for People’s
Diversity and DifferencesAbility to Identify and Suggest New
Ideas to Get the Job Done —Creativity
Ability to Set Goals and Priorities inWork (School) and Personal Life
Ability to Plan and Manage Time,Money, and Other Resources toAchieve Goals
Positive Attitude Toward Learning,Growth, and Personal Health
Solve Technological Problemsand Develop Technical Skills
Creativity and Leisure SkillsResearch SkillsScientific SkillsIntegration of Skills, Knowledge, and
Resources from Other DisciplinesPromote SafetyCareer Opportunities Available and
Their Associated Lifestyle
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The National Life/Work Centre
The Blueprint for Life/Work Designs is part of a new and unprecedentedpartnership between a coalition of Canadian agencies lead by the NationalLife/Work Centre, Human Resources Development Canada, the Canadian CareerInformation Partnership, and the NOICC/SOICC network in the United States. Thisdocument grew out of this understanding of the need for a coherent conceptualframework for career development in Canada (National Life/Work Centre, TheBlueprint for Life/Work Designs, 2000). The Blueprint for Life/Work Designs isavailable through the Manitoba Coordinator, Manitoba Education and Youth. Thefindings for the chart were analyzed from the competencies and indicators bylevel and learning stage found in Appendix A of The Blueprint for Life/WorkDesigns.
Conference Board of Canada
The Essential Skills and Employability Skills summaries in the chart on theprevious page are taken from the Make the Skills Connection Brochure,<http://www.conferenceboard.ca/nbec/research.htm.> The Conference Board ofCanada (CBC) is the premier independent applied research institute in thecountry. The CBC develops and exchanges knowledge about emerging economicand social trends, key public policy issues, and organization strategies andpractices. The CBC Employability Skills profile checklist outlines the foundationalskills, attitudes, behaviours, and knowledge that are essential to making andkeeping oneself employable and progressing on a job.
Human Resources Development Canada
The mission of Human Resources Development Canada (HRDC) is to enableCanadians to participate fully in the workplace and the community. HRDC’sEssential Skills Research project formulated the list of skills indicated in thechart. These skills are used in all occupations and in a broad range of dailyactivities. Interviews with more than 3,000 working people across Canada and theprivate sector were the resource base for this project. Skilled, knowledgeable,and resourceful individuals are essential for a strong nation and national economy.
Linking Middle Yearsto Learning
• Characteristics of the MiddleYears Learner and InstructionalImplications
• Fundamentals of the Home Economics/Industrial Arts Support Document
LINKING MIDDLE YEARS TO LEARNINGIn the 1950s and 1960s, Middle Years advocates argued that juniorhigh schools failed to realize their vision because they imitated thepractices of senior high schools. These included an orientation tosubjects, departmentalized teaching, a heavy reliance on lecture anddidactic instruction, and competitive sports programs. It was believedthat the declining academic achievement among adolescents was dueto the mismatch between the developmental needs of these studentsand the educational environment (MacIver, 1989).
The belief is that Middle Years programming benefits studentsbecause of three factors: organizational structure, scope and sequenceof curricula, and methods of instruction. The school experience forearly adolescents includes a personal environment created bycounselling and teacher advisor programming. The Middle Years corecurricula are taught in thematic units by a team of interdisciplinaryteachers who identify concepts of significance and then buildextended units around those topics. Careful and co-operativescheduling accommodates exploratory curricula such as IndustrialArts and Home Economics. ! Exploratory programs allow students to explore their aptitudes,
interests, and special talents as well as to develop an accurateand positive self-concept (National Association of SecondarySchool Principals Council on Middle Level Education, 1985).
! An activity-centred/problem-based curriculum and instructionalactivities provide relevance for students and a vehicle forintegration. Young adolescents need more opportunities forexploration (Keefe, Valentine, Clark, and Irvin, 1993).
! Exploratory courses are a “signature” practice necessary forMiddle Years schools that are dedicated to meeting the needs ofyoung adolescents (Epstein and MacIver, 1990).
Fundamentals of the Home Economics/Industrial Arts SupportDocumentThis section of the document will apply and integrate culture andclimate, ways of learning, instructional approaches, and assessmenttools/methods for each of the curriculum areas.
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A variety of instructional strategies enables students to thinkcritically about relationships between ideas and curriculum content.The organizational structures, techniques, and practices of MiddleYears education facilitate student growth and turn classrooms intocommunities of learners.
Early research emphasized elementary and high school education. Ina little over three decades the face of education has been remade andMiddle Years education has been given a long overdue identity.While research prior to 1990 focused on how to meet student needs,the current decade is documenting the effectiveness of theseprograms. The National Middle School Association (www.nmsa.org) isactively involved in disseminating research information to educators.
Characteristics of the Middle Years Learner and InstructionalImplications
Development Characteristicsof Middle Years Learners
Instructional Implications
Physical Characteristicsinclude rapid growth, sexualmaturation, hormonal changes;body image is important
! Keep students actively involved intheir learning.
! Provide opportunity for movement.! Vary the activity several times in
each one-hour period.
Emotional Characteristicsinclude mood swings, critical ofself, fragile self-concept, focus onself, seek attention but do not liketo be singled out; strong bond tosame-sex friends; forming culturalidentities
! Provide a “safe” learningenvironment that affirms diversityand encourages risk-taking.
! Provide positive opportunities forreleasing emotions.
! Provide opportunities for studentsto experience success.
! Provide validation for diversecultural backgrounds.
! Avoid sarcasm and judgementalstatements.
! Encourage acceptable work,behaviour, efforts, attitudes, andachievements by giving immediateand relevant feedback.
(continued)
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Development Characteristicsof Middle Years Learners
Instructional Implications
Moral and Ethical Characteristicsinclude exhibiting feelings aboutfairness and values in others butperhaps not in self; unable tomaintain an objective perspective;often show concern for others inneed or pain
! Incorporate opportunities to exploreand develop values.
! Provide anti-racist and anti-sexistlearning environments andexperiences.
! Provide opportunities for studentsto become objective, reflective, andcritical thinkers.
! Expect students to acceptresponsibility for their actions andattitudes.
! Encourage cultural sensitivity andacceptance of varied viewpoints.
Social Characteristicsallegiance to peers takesprecedence over family and otheradults; peers and media aresources of standards and views;become interested in opposite sex;desire independence but fearful oftaking risks alone
! Provide for meaningful interactionwith peers and adults as theylearn.
! Provide opportunities for studentsto “show off” in productive andpositive ways.
! Encourage and model positive andconstructive ways of resolvinginterpersonal conflict.
! Keep in contact with parents andinvolve them when possible.
Intellectual Characteristicsmoving from being concrete toabstract thinkers; curious; preferactive over passive learningactivities; prefer interaction withpeers during learning; needlearning to be relevant
! Use concrete examples to developabstract concepts.
! Set short-term goals.! Encourage self-expression and
critical thinking.! Provide active rather than passive
learning opportunities.! Provide for a variety of peer and
group learning interactions.! Recognize and address the varied
levels of ability and learning styles.
Characteristics of the Middle Years Learner and InstructionalImplications: Reprinted, with permission, from Saskatchewan Education.Social Studies: An Information Bulletin for the Renewed Middle LevelCurricula (Grade 7-9). Copyright © 1999 by Saskatchewan Education.
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Impacts on LearningClassroom Climate and LearningThe classroom climate should be stimulating and inviting. Ways tocreate a stimulating learning environment include the following(adapted from Manitoba Education and Training, Senior 1 EnglishLanguage Arts: A Foundation for Implementation, 1997, Overview 9):• Design workstation/seating arrangements that reflect a student-
centered philosophy.• Maintain a print-rich environment that speaks of a lively
connection between the Home Economics/Industrial Arts classroomand the larger world.
• Equip the classroom with a radio/cassette/cd player to providebackground music. The latest brain research indicates that musichas a calming effect on students.
• Provide access to a television, videocassette recorder, andemerging technology to enhance learning.
• Provide access to a video camera to record student demonstrations,presentations, and role playing. Tapes can be used forstudent/teacher assessment and/or reflection.
• Display student-designed posters and other work that celebratesstudent accomplishment.
• Involve students in classroom design.
Motivation, Achievement, and Learning
Student motivation, achievement, and learning can be greatlyaffected by the classroom environment. Motivation is defined as thefocus of energy caused by a desire or need. We are faced withcreating a classroom that enables students to channel their energytowards learning.
The chart on the following page identifies practices that fostermotivation in the Home Economics/Industrial Arts classroom toenable student success. This chart is adapted from ManitobaEducation and Training, Senior 1 English Language Arts: AFoundation for Implementation, 1997, Overview 7/8.
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Fostering Motivation in the Home Economics/Industrial Arts Classroom
Ways to Foster Expectations of Success Promising Practices
Help students to develop a sense ofself-efficacy.
Teachers foster a sense of self-efficacy first by teachingstudents that they can learn how to learn. Students whoexperience difficulty often view the learning process asmysterious and outside of their control. They believe thatothers who succeed in school do so entirely because ofnatural, superior abilities. It is highly motivating for thesestudents to discover that they, too, can learn and apply thestrategies that successful students use when learning.
Second, teachers foster student self-efficacy bycommunicating to the student that the teacher believesthey can succeed and will provide the necessary support toensure that learning takes place.
Help students to learn about andmonitor their own learningprocesses.
Utilize self-assessment to help students understand howthey learn, learn more efficiently, and become more adeptat transferring what they know to other situations.
Assign tasks of appropriatedifficulty, communicatingassessment criteria clearly andensuring that students have clearinstruction, modelling, and practiceso that they can complete taskssuccessfully.
A methodology for thorough instructional approaches isfound on pages 49 to 54 of this document.
Help students to set specific andrealistic personal goals and to learnfrom situations where they do notattain their goals, and celebratestudent achievements.
Learning is enhanced when specific criteria andperformance standards are incorporated into one’sprogram.
Offer choices. Intrinsic motivation is closely tied to students’ self-selection of print resources, topics, activities, and projects.Self-selection allows students to build their learning on thefoundation of their personal interests and enthusiasm.
Set worthwhile learning/skillsobjectives.
Meaningful learning activities/projects supporttransferable skills/knowledge.
Ensure that knowledge and skillexperiences are interactive.
Encourage students to share their knowledge and skillswith each other to foster motivation for learning.
Note: Sample learning outcomes are provided on pages 70 to 75.
Talking and Learning Dr. David Sousa, a leading researcher/author in How the BrainLearns, indicates that we are in the middle of a brain developmentrevolution that has implications for classroom culture and climate.Our understanding of how the brain functions has changedsubstantially. It has been scientifically determined that the frontallobe (problem-solving part of the brain) needs to be activated orlearning will not be retained. Talking has been identified as astimulant for the frontal lobe. The implication for the classroom andits climate is that learners must talk to aid retention. Classroomsettings should encourage student discussion. Home Economics/Industrial Arts classrooms have a variety of workstations that allowfor student interaction.
Emotional/Physical Security and LearningAnother implication for classroom climate identified by Sousa is thatstudents must feel emotionally and physically secure before they canlearn. Administrators and classroom teachers have taken an activerole in supporting emotionally safe classrooms through theapplication of school or divisional interventions that deal withharassment, bullying, etc.
The secondary part of this learning equation is that classrooms mustbe physically safe places in order for students to learn. The numberof participants should be determined by the programming nature andmust not compromise safety. Home Economics/Industrial Artsfacilities with specialized equipment should be maintained toacceptable health and safety standards. Administrators andclassroom teachers must be aware of accident/injury liability andnegligence statements found in The Public Schools Act as well as inthe Administrative Handbook, School Administration: Negligence andLiability published by Manitoba Education and Training.
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The Public Schools Act: accident liability documentation is found insections 86-90. Section 87 of the Act outlines the claim to negligencein regard to defective or dangerous apparatus.
Below is a segment from the Administration Handbook (March 2000),which includes a three-page section of reference on negligence andliability.
It is generally assumed, in law, that teachers and others placed incharge of students have a duty to be responsible for the safety andwelfare of those students during school hours and also after school hoursduring any school-sponsored activities on or off school premises. Failureto act reasonably under the circumstances, if this failure causes injuryor death to a student, can result in a possible action in negligence.
It is generally recognized that four conditions must exist for anegligence suit to be successful:
1. The person alleged to be negligent must have a legal duty tomaintain a standard of conduct that will protect others againsthazards.
2. This person must fail to conform to a reasonable standard of conductin connection with this duty. (The accepted standard is that of aprudent parent of a large family. However at least one recent courtdecision made a clear departure from that standard, and adopted ahigher “professional” standard of care where a teacher needsspecialized knowledge, training and/or experience in order to carryout his/her duties, such as gymnastics instruction in a high schoolsetting).
3. The person or persons to whom this obligation is owed must suffer agenuine loss or injury (which could be property loss or damage, orphysical or psychological injury, or death).
4. There must be a definite casual connection between the first person’sfailure to maintain a proper standard of conduct and the loss orinjury suffered by the second person.
(continued)
Section 87. Defective apparatus
Where the bodily injury or death of a pupil referred to in section 86 iscaused by defective or dangerous apparatus supplied by the schooldivision or school district for the use of the pupil, the school division orschool district and its employees and agents and the trustees shall bedeemed to have been not guilty of negligence unless it is shown that oneor more of the trustees of the school board or one or more of theemployees or agents thereof had knowledge of the defect in or thedangerous nature of the apparatus and failed to remedy or replace theapparatus within a reasonable time after acquiring the knowledge.
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Administrators and teachers are encouraged to advocate foremotionally and physically safe classrooms that support learning.
Cultural Diversity and LearningManitoba is a mosaic of people who have a variety of cultures,languages, religions, and other characteristics. Since society iscomposed of a vast array of individuals, the educational system mustconsider the needs of the diverse people. Manitoba’s diverse studentpopulation is seen in the various multiracial, multi-ethnic, andmulticultural classrooms. These aspects of human diversity should berecognized, accepted, and celebrated to create learning environmentsthat prepare all students for participation in society, provide studentswith opportunities for cultural and linguistic development, andencourage intercultural understanding and harmony (ManitobaEducation and Training, A Foundation for Excellence, 1995).
Multicultural diversity is a key element of Manitoban identity.Teachers must examine their own multicultural knowledge base andbecome aware of the way they read behaviour through their owncultural filters. They need to explore the intellectual work of groupsof which they are not members, both for its implications for thecurriculum and to be able to understand how people make sense ofeveryday life.
Where teachers and other school officials are concerned, there is littledifficulty in proving that a duty of care is owed to students. In anyschool activity, school personnel are generally assumed to beresponsible, within responsible limits, for the welfare of students.
The fact that a mishap takes place does not automatically mean thatthere has been negligence. Genuine accidents do take place, and whilethey are unfortunate, no one can be blamed for them. Only if a courtdecides that a reasonably prudent person in the teacher’s situationwould have anticipated the mishap and would have acted to prevent itmight the teacher be found negligent.
If students are to be placed in situations where the potential for injuryexists, appropriate skill training and safety briefing must take place, andsafety regulations conscientiously enforced. In addition, school officialsare legally obligated to see that any facilities and equipment used are insafe condition. Particular caution should be exercised with regard tophysical education equipment, playground equipment,vocational/industrial lab, etc.
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The urban Aboriginal population in Manitoba is expected to exceed192,000 by the year 2016 (Graham, 2002). Teachers who work withAboriginal students need a sound knowledge of the general cultureand traditional ways of their students’ communities. Refer toManitoba Education and Training, Success for All Learners (1996)3.15.
Multicultural education is the process that honours the multiculturalnature of the society in which we live. Multicultural education is nota program (Bohn and Sletter, 2000). The goal of multiculturaleducation is to develop students’ ability to function competentlywithin multiple cultures (Hall and Wortis, 1990). Students need tolearn to respect and to deal with others whose attitudes, values, andabilities may differ greatly from their own.
Ways of Learning This document applies instructional methods that consider variousways of learning and demonstrating learning. Not all students learnthe same way due to individual experiences, strengths, andchallenges. There are various ways to describe the different ways oflearning. Three models for describing student differences will beapplied: learning styles, thinking styles, and multiple intelligences.Summaries of the three models are provided below (ManitobaEducation and Training, Success for All Learners, 1996, 4.4-4.6).
Learning StylesThe model developed by Ken Dunn and Rita Dunn of St. John’sUniversity, New York, classifies students according to their learningstyles:• Auditory learners absorb spoken material easily and are likely
to ask for information rather than read printed instructions.• Visual learners learn best from information that they read or
see.• Tactile learners learn best by handling materials, writing,
drawing, and being involved in concrete experiences.• Kinaesthetic learners learn best by moving and doing, by taking
part in activities and have direct relevance to their lives.
Dunn and Dunn believe that most people have two highly developedlearning styles, and that within a class of 30 students, 22 will bebalanced in their ability to take in information in a variety of ways.
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Thinking StylesAnthony Gregorc (1982) of the University of Connecticut hasdeveloped a theory of thinking styles based on two variables: the waywe view the world (do we see things concretely or abstractly?) andthe way we order the world (in sequential or random order). InGregorc’s framework, these two variables combine to describe fourthinking styles:• Concrete sequential thinkers are based in the physical world
they can detect through their senses. They notice and recall detailseasily, and remember facts, formulas, and rules with ease. Theylearn well through “hands-on” experiences.
• Concrete random thinkers are experimenters—divergentthinkers, willing to take the intuitive leaps necessary for creativethought. They have a strong need to find alternatives and to dothings in their own way.
• Abstract sequential thinkers love the world of theory andabstract thought. Their thinking processes are logical, rational,and intellectual. They prefer to work alone rather than in groups.
• Abstract random thinkers organize information throughreflection, and thrive in unstructured, people-orientedenvironments. They live in the world of feelings and emotions, andlearn best when information is personalized.
Multiple Intelligences‘ The theory of multiple intelligences is a cognitive model developed by
Harvard psychologist Howard Gardner in the 1980s. Gardner’stheory is that each of the following seven intelligences has anevolutionary history, its own symbolic system, and a separate locus inthe human brain:• Verbal/linguistic intelligence is responsible for the production
of language and all the complex possibilities that follow:storytelling, abstract reasoning, symbolic thinking, conceptualpatterning, and, of course, the written word.
___________________Multiple Intelligences: From Seven Ways of Knowing: Teaching for MultipleIntelligences by David Lazear. © 1991 by IRI/Skylight Training and Publishing,Inc., Palatine, IL. Reprinted with permission.
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• Logical/mathematical intelligence is most often associatedwith “scientific thinking,” deductive reasoning, and problemsolving. This intelligence involves the capacity to recognizepatterns, to work with abstract symbols such as numbers andgeometric shapes, and to see connections between separate piecesof information.
• Visual/spatial intelligence deals with the visual arts, navigationand map-making, architecture, and games such as chess. The keysensory base of this intelligence is sight, but also the ability toform mental images.
• Body/kinaesthetic intelligence is the ability to use the body toexpress emotion (as in dance and body language), to play a game,or to devise an invention. Individuals with high body/kinaestheticintelligence thrive on hands-on experience; they “learn to do bydoing.”
• Musical/rhythmic intelligence includes such capacities as therecognition and use of rhythmic and tonal patterns, and sensitivityto sounds from the environment, the human voice, and musicalinstruments. Many children learn the alphabet through thisintelligence.
• Interpersonal intelligence involves the ability to communicateverbally and non-verbally, to work co-operatively in a group, andto observe the moods, temperament, and intentions of others.Individuals with high interpersonal intelligence are able toimagine and empathize with the experience of others.
• Intrapersonal intelligence involves knowledge of the self—offeelings, thinking processes, and spiritual realities. Thisintelligence involves our capacities for self-reflection, to experiencewholeness and unity, to perceive higher states of consciousness,and to dream of and actualize the possible.
Gardner’s multiple intelligences theory proposes that each person hascapabilities of varying degree in all seven intelligences, and that weperform most functions through a complex interaction of severalintelligences. (Ongoing research may result in the identification ofother intelligences.)
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Home Economics/Industrial ArtsRationales and
Website Resource Listings
• Home Economics Education
• Industrial Arts Education
HOME ECONOMICS/INDUSTRIAL ARTS RATIONALESAND WEBSITE RESOURCE LISTINGS
Home Economics EducationClothing and TextilesThe Clothing and Textiles curriculum creates awareness of the role ofclothing, textiles, and fashion in our daily lives. This curriculum areadevelops an increased knowledge of key theoretical conceptsassociated with the areas of clothing, textiles, and the fashionindustry. Achievement and success is attained through the practicalapplication of knowledge and skills as students participate inactivities that allow them to express themselves through designing,producing, and evaluating finished textile projects.
Textile industries have a wide range of application in our society—inthe home, workplace, and environment. The textile industry is madeup of fiber and fabric producers. The largest percentage of the fiberproduced goes to the fashion industry. The fashion industry includesanyone who is involved in the making or selling of garments andaccessories. The fashion garment industry in Manitoba is a growingeconomy.
• Winnipeg’s garment industry represents about 10% of theCanadian garment industry.
• The apparel industry is the second largest manufacturing industryin the province.
• 8000 Manitobans work in the garment industry.• Local, national, and international sales of garments made in
Winnipeg exceed $700 million each year.
ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.
British Columbia Ministry of Education. Home Economics 11 and 12Curriculum: Integrated Resource Package. Victoria, BC: BritishColumbia Ministry of Education, 1998.
Canadian Apparel Magazine, July-August 2001:<www.apparel.ca/magazine/index.html>
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Saskatchewan Education. Clothing Textiles and Fashion 30,Curriculum Guide. Regina, SK: Saskatchewan Education, 2000.
---. Housing 30 Curriculum Guide: A Practical and Applied Art.Regina, SK: Saskatchewan Education, 1999.
Weber, J. Clothing: Fashion, Fabrics, Construction (3rd ed.). Peoria,IL: Glencoe McGraw-Hill, 1997.
Young Leaders of Winnipeg. Winnipeg’s Key Industries:<www.youngleaders.com>
WebsitesThe Costume Gallery: <www.costumegallery.com> Costume Museum of Canada: <www.costumemuseum.com> History of Fashion Museum Collections:<www.library.kent.edu/branches/fashion/fashionhistory.html> Museum for Textiles: <www.museumfortextiles.on.ca> Textiles.org: <www.textiles.org> Textile Web: <www.textileweb.com> Canadian Industry Analysis:<http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/appa_hpg.html> Canadian Apparel Magazine: <www.apparel.ca> Manitoba Fashion Institute: <www.apparel-manitoba.org> University of Manitoba—Clothing & Clothing:<www.umanitoba.ca/faculties/human_ecology/clothing> Fashion Net: <www.fashion.net> Fashion Internet: <www.finy.com>Fashion Planet: <www.fashion-planet.com> Elle Magazine: <www.ellemag.com> Flare Magazine: <www.flare.com> The Fabric Link: <www.fabriclink.com> Butterick Patterns: <www.butterick.com> McCall Patterns: <www.mccall.com> Simplicity Patterns: <www.simplicity.com>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
Food and NutritionThe Food and Nutrition curriculum is designed to teach about foodand nutrition through theoretical and practical food experiences. Astudy of Food and Nutrition can expose students to accurateinformation and provide opportunities for students to gaincompetence in making informed reasoned choices. The learningoutcomes develop skills, knowledge, and resources necessary for life.Students are provided with an opportunity to achieve successthrough learning activities that build self-image and increase self-confidence.
Many students may be responsible for meal preparation at home.Knowledge and understanding of basic food preparation and nutritionare important so that healthy food choices for individual and familywell-being are made. The preparation of food, whether at school or athome, can be a creative, interesting, enjoyable, and rewardingexperience. The skills and knowledge taught in this curriculumincreases the resourcefulness of students, and helps them to developself-reliance, independence, and positive social skills. Another benefitis the acquisition of basic life skills and knowledge that all studentsneed.
Traditional food preparation skills are being lost in today’s fast-pacedlifestyles. The impact of eating highly refined, processed foods isaffecting our short and long-term health. Much of the food consumedis fast foods, partly prepared foods, or food eaten away from home.Time constraints and the effects of advertising have dramaticallychanged the types of foods prepared and eaten. Contrary toadvertising claims, the preparation of nutritious foods does not haveto be time-consuming or difficult. Less preparation at home meansless transfer and less reinforcement of food preparation skills.Students need the opportunity to learn and practise preparationtechniques in the classroom.
The results of the Food Habits of Canadians research project,released in March 2001, reported that teenage males and females arenot meeting their daily nutrient requirements. Teenagers are notconsuming the minimum number of servings of food from the fourfood groups found in Canada’s Food Guide for Healthy Eating.
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• almost one-half of all teenage girls were not consuming theminimum number of servings from each of the four food groups
• 60% of female teens did not have the minimum number of servingsof meats and alternates
• more than one-half of the females interviewed were not consumingthe minimum number of milk products
• 40% of teen males are not consuming the minimum number ofmilk products
• one-half of female teens and more than a half of the male teens didnot consume the minimum five servings of vegetables and fruit perday
• 30% of male teens did not consume the minimum servings fromthe grain products group of the Food Guide
• 40% of female teens did not consume the minimum servings fromthe grain products group of the Food Guide
Damage caused by poor nutrition is cumulative and often begins withpoor food habits in childhood. Knowledge about nutrition is animportant component of a healthy lifestyle. Two-thirds of Canadianssurveyed in a study by the National Institute of Nutrition felt thatnutrition is very or extremely important in choosing the food theyeat. Four out of five Canadians believe that food and nutrition play a“great” role in maintaining or improving overall health. Food-relatedhealth problems are major health concerns in Canada. The top healthconcerns of Canadians are heart or circulatory health issues (28%),cancer (24%), nutrition and diet (24%), exercise (17%), weight (12%),and diabetes (8%). Nutrition programs must remain as an integralpart of the education system to address these concerns that havebeen identified in the National Institute of Nutrition study as well asthe Food Habits of Canadians research project.
ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.
Beef Information Center. “Food Habits of Canadians.” ChangingNutrition Issues, March 2001.
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Canadian Dieticians of Canada. “The A, B, C’s of Healthy Eating.”Nutrition Month Resource Manual for Health Professionals, March2002.
National Institute of Nutrition. “Health Claims in Canada.” Takingthe Consumer Pulse, March 1999.
---. Consumer Awareness and Attitudes toward Functional Foods.June 2000.
Saskatchewan Education. Food Studies: Philosophy and Rationale.Regina, SK: Saskatchewan Education, 2000.
Websites
Health Canada, Food Information: <www.hc-sc.gc.ca/english/food.htm> Health Canada, Nutrition Program: <www.hc-sc.gc.ca/hppb/nutrition> Dieticians of Canada: <www.dietitians.ca>Canadian Health Network: <www.canadian-health-network.ca> Canadian Institute on Health Research:<www.cihr.ca/welcome_e.shtml> Health Canada Online: <www.hc-sc.gc.ca/english/index.html> National Institute of Nutrition: <www.nin.ca> Center for Science in the Public Interest: <www.cspinet.org> Health Services Utilization and Research Commission:<www.hsurc.sk.ca> Nutrition Journals and Publications:<www.nal.usda.gov/fnic/etext/000041.html> Journal of Nutrition: <www.nutrition.org> Nutrition, Food and Health Resources: <www.blonz.com> Research Papers and Nutrition News: <www.medportal.com> Nutrition News Focus: <www.nutritionnewsfocus.com> Berkley Nutrition Services: <www.nutriquest.com> Food and Nutrition Internet Index: <www.fnii.ifis.org> Tuft’s University Nutrition Navigator:<www.navigator.tufts.edu/index.html>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
Human Development
The Family Studies/Human Development curriculum provides skillsand knowledge in the areas of parenting, money management,relationships, and the well-being of individuals/families. Studentshave the opportunity to increase their knowledge as to howindividuals/families function in society during different stages of thelife cycle. Throughout the human life cycle, people need to be caredfor and to care for themselves and others. Nurturing and care-givingskills are utilized along with knowledge of human growth anddevelopment to anticipate changing personal and family needs. TheVanier Institute of the Family reports that the majority of Canadiansrate their families as a more important part of their lives than careeror religion (1994).
The labour force participation rates of men are declining while therates of women’s participation have increased rapidly during pastdecades, and more than half of Canada’s student population are inthe labour market (Vanier Institute of the Family, 1994). In themajority of two-parent families, both parents are employed in thelabour force. In Canada, approximately 69% of married women withyoung children are employed outside the home. Family structures arealso more fluid as families are smaller, more couples choose not tohave children, and there are more one-parent families (VanierInstitute of the Family, 2000). Many young people growing up insmall or single-child families today no longer have experiences incaring for young children.
Balancing work and family responsibilities has become a majorpreoccupation for many people. Children and adolescents areassuming responsible roles within their own families at an early age.Students are faced with the changing make-up of their presentfamily/families and making decisions about establishing their ownfuture roles and relationship patterns. Young Canadians areexperiencing more strain in their relationships with their parent(s)and with each other (King and Coles, 1992). There is a need to haveyoung people gain a better understanding of how to communicatewith, and relate to parents and peers, and techniques to managestress in today’s rapidly changing world.
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These indicators highlight the importance of family studieseducation, which can provide students with an opportunity to• gain an understanding of present family experience and improve
their capacity as family members• evaluate a variety of social circumstances such as declining
incomes, alternate role arrangements, increasing globalization, theaging population, and their influence on family well-being
• develop values and expectations that will assist them inestablishing Canada’s future families
• develop technical, communicative, and critical thinking skills thatfoster a productive work and family life
Home Economics is a field of study that specializes in the waysfamilies can improve their quality of life. The Family Studies/HumanDevelopment courses offer a preventative, proactive, and practicalapproach to supporting families.
ReferencesBritish Columbia Ministry of Education. Home Economics 11 and 12Curriculum: Integrated Resource Package. Victoria, BC: BritishColumbia Ministry of Education, 1998.
Canadian Home Economics Association. Position Paper on HomeEconomics Education. Ottawa, ON: Canadian Home EconomicsAssociation, 1996.
Dolney, C. Need for a Parenting Course. Ottawa, ON: CanadianHome Economics Journal, 46 (2): 1996, 82-84.
King, A and Coles, B. The Health of Canada’s Youth. Ottawa, ON:Health and Welfare Canada, 1992.
Vanier Institute of the Family. Profiling Canada’s Families. Ottawa,ON: Vanier Institute of the Family, 2000.
---. Profiling Canada’s Families II. Ottawa, ON: Vanier Institute ofthe Family, 1994.
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WebsitesAll Family Resources: <www.familymanagement.com> Child and Family Canada: <www.cfc-efc.ca> Child Care Canada: <www.childcarecanada.org> Canadian Services for Children: <www.cio-bic.gc.ca/children-enfants/serv_e.htm> American Association for Marriage and Family Therapy:<www.aamft.org> Vanier Institute for the Family: <www.vifamily.ca> Family Works: <www.urbanext.uiuc.edu/familyworks> Parents Helping Parents: <www.php.com> The Whole Family Center: <www.wholefamily.com> Families and Work Institute: <www.familiesandwork.org> National Foundation for Family Research & Education:<www.nffre.org> Center for Families Work and Well-Being: <www.worklifecanada.ca> Parenting Resource: <www.parentsoup.com> Parents Place: <www.parentsplace.com> Parenthood: <www.parenthood.com/> Principles of Parenting:<www.humsci.auburn.edu/parent/index.html>National Parent Information Network: <http://npin.org/> Today’s Parent Magazine: <www.todaysparent.com/> Childbirth: <www.childbirth.org> On line Birth Center: <www.moonlily.com/obc> Baby Center: <www.babycenter.com> Child Care Parent Provider Information Network:<www.childcare-ppin.com> Canadian Day Care Registry: <www.canadiandaycare.com> National Youth in Care Network: <www.youthincare.ca> National Adoption Center: <www.adopt.org> National Center for Missing and Exploited Children:<www.missingkids.org>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
Fathering Magazine: <www.fathermag.com> Fathers Forum: <www.fathersforum.com> Motherheart: <www.motherheart.org> Parenting the Preschooler: <www.uwex.edu/ces/flp/pp/index.html> National Center for Infants, Toddlers and Families:<www.zerotothree.org>Adolescents Change and Continuity: <www.personal.psu.edu/faculty/n/x/nxd10/adolesce.htm> Teen Information: Go Ask Alice!:<www.goaskalice.columbia.edu/index.html> Kids Source on Line: <www.kidsource.com> National Council on Aging: <www.ncoa.org> Association of Retired Persons: <www.aarp.org> Resource for Aging and Divorce Issues: <www.flyingsolo.com>
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Industrial Arts EducationGraphic CommunicationsThe Graphic Communications technology curriculum is based on thedevelopment of knowledge, skills, and attitudes in drafting andgraphic arts. Drafting offers a skill set that allows students tocommunicate ideas and designs through technical drawings. Graphicarts provides opportunities for students to develop principles,techniques, and processes relating to imaging technology. Thisprogramming explores current and innovative practices in theindustry, and provides an understanding of graphic arts’ relationshipto self, people, careers, consumerism, industry, economics, andtechnology. Technical drawing has played an important part in human progressand is the oldest type of written expression. A word is an abstractsymbol representing a thing or an idea, but a picture represents theway an object appears in real life. Technical drawings are essential toconstructing everything in society from the computer on a desk to thehouse in which a person lives. Design and the creative process are viewed as integral to graphiccommunication technology. Design is creative problem solving whichbegins with a specific human need and results in a product orsolution that addresses that need. Visualization of design can takemany forms, from sketches to computer animation, and can rangefrom highly creative to highly technical. There is an increasingdemand for aesthetic quality in advertising and publications. This isbeing driven by advancements in computer and communicationstechnology.
Graphic communications technology affects all aspects of our lives.From work to leisure, it extends our ability to communicate and is animportant part of being technologically literate. The knowledge,skills, and attitudes attained provide opportunities for students tomove into employment in one of the many design and drafting areas,and gain personal and life skills.
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References Alberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.
British Columbia Education. Technology Education 11 and 12:Drafting and Design. Resource Package. Victoria, BC: BritishColumbia Education, 2001. <www.bced.gov.bc.ca>
Drygdon, Novak, and Spencer. Basic Technical Drawing. 7th ed.Peoria, IL: Glencoe McGraw-Hill, 2000.
Meyer, S. Criteria for Interpreting the Standard for TechnologicalLiteracy: Content for the Study of Technology. Menomie, WI:University of Wisconsin-Stout: International Technology EducationAssociation, undated.
Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ministry of Education,2000.
Saskatchewan Education. Drafting and Computer-Aided Design 10,20, 30. Regina, SK: Saskatchewan Education, 2000.<www.sasked.gov.sk.ca>
Websites American Design Drafting Association: <www.adda.org> Graphic Arts Education Research Foundation:<www.npes.org/gaerf/home.html> Graphic Com Central: <http://teched.vt.edu/gcc/> Printing Industries Association Southern California:<www.piasc.org> Graphic Arts Information Network: <www.gain.org>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
Power/EnergyThe Power and Energy curriculum develops knowledge, skills, andattitudes in electronics/electricity/power mechanics and relatedsystems and subsystems. Programming allows students flexibility toexercise time management, quality control, and teamwork, andprovides theories and concepts associated with the efficient use ofresources to move goods, materials, electricity, and people. Theknowledge and skills developed include, but are not limited to, theareas of power mechanics, energy sources, and power conversion.Students explore the language of industry and gain an understandingof its relationships to self, people, careers, consumerism, industry,economics, and technology.
Electricity and electronic devices are at the core of a wide variety ofspecialized technologies that have been developing over severaldecades. An understanding of electrical and electronics theory andapplications enhances the student’s ability to manage newtechnologies as they emerge. The employment opportunities varyfrom appliance, wire, and cable sectors to computer-related areas.
Power mechanics encompasses the resources, processes, application,and technological impacts of transportation systems on society. Anunderstanding of today’s power, energy, and transportation systemsis needed by all students who are interested in working in theseareas at home or on the job. There has been a substantial development in high-tech industrywhich encompasses electricity/electronics and power mechanics.Concern for the environment has enabled the rapid development oftechnology in these sectors. Research and development in theseindustries are at their all-time high and will continue to be in thefuture. Expansion of the industry and technological change willresult in a shortage of qualified workers in these technology-relatedindustries.ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education Curriculum Standards Branch, 1997.Le, C. A Profile of the Canadian Manufacturing High-TechnologyIndustries. Ottawa, ON: Marketplace Innovation Directorate,Innovation Policy Branch, Industry Canada, 2001.
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Meyer, S. Criteria for Interpreting the Standard for TechnologicalLiteracy: Content for the Study of Technology. Menomie, WI:University of Wisconsin-Stout: International Technology EducationAssociation, undated.
Saskatchewan Education. Electrical and Electronics 10, 20, A30, B30Curriculum Guide. Regina, SK: Saskatchewan Education, 2001.
Zbar, P., G. Rockmaker, and D. Bates. Basic Electricity. 7th ed.Peoria, IL: Glencoe McGraw-Hill, 2001.
WebsitesElectronics Industry Market Research and Knowledge Network:<www.electronics.ca> Power Designers—Electrical Engineering Design Solutions:<www.powerdesigners.com> Robotics, Control and Electronics Technology:<www.totalrobots.com> Lynx motion: robotics: <www.lynxmotion.com> Ohms Law: electronics and robotics: <www.ohmslaw.com> Natural Resources Canada: Energuide:<http://energuide.nrcan.gc.ca/> ShopBot: The Work Shop RoBot: <www.shopbottools.com> Home Power Magazine: <www.homepower.com>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
ManufacturingManufacturing is the transformation of materials into products tomeet human needs and wants. In the manufacturing process, naturaland recycled resources such as wood, metal, and plastic aretransformed into organized and useful products. A fundamentalaspect of these programs is adding value to raw materials.
Woodwork, metalwork, and plastics courses provide students withopportunities to acquire knowledge, skills, and attitudes needed toplan, design, build, and evaluate projects using instruments, tools,equipment, and machinery related to these materials. These coursesalso help students understand the role of manufacturing in oureconomy and its relationship to other economic sectors. Students alsostudy the impact the manufacturing process has on people, society,and the environment.
In today’s global economy, manufacturing is the foundation of anation’s wealth and power. The fabricated materials sector of theCanadian economy is characterized by a large number of smallentrepreneurial businesses that supply the construction andmanufacturing industries. Industry is investing in leading edgetechnology and is hiring highly trained and talented people tomanage and operate this technology effectively and efficiently. Thesehigh-tech industries depend on skilled labour in the design,manufacturing, marketing, and servicing of products.
ReferencesFeirer, J. and Feirer, M. Wood Technology and Processes. 5th ed.Peoria, IL: Glencoe-McGraw Hill, 2002.
Meyer, S. Criteria for Interpreting the Standard for TechnologicalLiteracy: Content for the Study of Technology. Menomie, WI:University of Wisconsin-Stout: International Technology EducationAssociation, undated.
Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ontario Ministry ofEducation, 2000.
Repp, V. Metalwork Technology and Practice. Peoria, IL: Glencoe-McGraw Hill, 1994.
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Websites Woodworkers Journal: <www.woodworkersjournal.com> Fine woodworking magazine on line:<www.taunton.com/finewoodworking/index.asp> Wood Web: <www.woodweb.com> Wood Net: <www.woodnet.net/main/woodwork.html> Wood Information Services: <www.woodmagazine.com> Top Ten Woodworking Links:<www.hobbymall.com/woodworking/woodlink.html> Woodworking Tips: <www.WoodworkingTips.com> 101 Woodworking Tips and Techniques:<www.WoodworkingTips.com/woodtips> Canadian Plastics Products Industry:<http://strategis.ic.gc.ca/SSG/pl01279e.html> Plastic Sheeting in Canada:<http://strategis.ic.gc.ca/SSG/gi16311e.html> Canadian Plastics Industry Association of Canada:<www.cpia.ca/staticcontent/staticpages/index.html> Society of Plastics Engineers: <www.4spe.org> Society of the Plastics Industry: <www.plasticsindustry.org> Polymers Dot Com: <www.plastics.com> Plastics and Rubber Industries Home Base: <www.polysort.com> EMetalworking.com: <www.ematalworking.com> Precision Metal Forming Association: <www.metalforming.com> Metal Working Industry: <www.metalworkingindustry.com> Modern Machine Shop Online: <www.mmsonline.com> American Welding Society: <www.aws.org> Welding and Joining Information Network:<www.ewi.org/resources> On line metals: <www.onlinemetals.com >Welding-Engineers.com: <www.welding-engineer.com/links.html >Welding.com: <www.welding.com >Weldsite.com:<www.weldsite.com> Society of Manufacturing Engineers: <www.sme.org>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
Industry Link: <www.industrylink.com> Institute of Industrial Engineers: <www.iienet.org> International Manufacturing Technology Show: <www.imts.org> Manufacturers Alliance: <www.mfrall.com> Technical Books for Industry: <www.industrialpress.com>
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ConstructionThe Construction curriculum provides knowledge and skills withinapproximately twenty trade areas that comprise the constructionindustry. Through construction courses, students learn about thetools, equipment, and processes required to design, construct, andmaintain a variety of structures. Construction technologyprogramming integrates new developments and practices related to aproduct, system, process, or service. The development of newpractices and products involves the identification of a problem thatleads towards a solution that meets the intended want or need. Thereis never one answer and all solutions involve trade-off and risk. Theproblem- solving process involves a logical or rational process similarto a scientific method, but is different in purpose. The problem-solving method is to technology (invention/innovation) what thescientific method is to science (discovery).
In recent years, dramatic changes have occurred in the way buildingsand other products have been designed and built due to the ability ofthe industry to simulate and evaluate designs with extreme accuracy.Construction technologies are used to build structures or objects toprovide protection from the elements, to make work easier, and tomake life more enjoyable. Today, our social and economic well-beingis closely linked to our ability to use materials for the construction ormaintenance of products.
Residential, commercial, industrial, or recreational constructiontechnology has always played a central role in human life as it is areflection of the needs and wants of society. The constructionindustry is one of the biggest sectors of our provincial and nationaleconomies. This industry employs over 880,000 Canadian men andwomen and produces $134 billion in goods and services (CanadianConstruction Association). The demand for workers in trades andtechnology will increase significantly as Canada moves into the high-tech information economy. Studies show that an aging workforce,expansion of the industry, and technological change will result in ashortage of qualified workers in construction and technology-relatedindustries.
Careers in skilled trades have been identified as high-demandoccupations in Canada. Skilled labour shortages and job growth inmost sectors offer diverse opportunities for ambitious people withmany different interests and work styles. Skill levels required intrade careers are extremely high and demand analytical and
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problem-solving abilities, as well as creative thinking skills. Today’stradespeople find they have transferable skills, giving them plenty ofchoices in terms of how and where they practise their trade in avariety of professional, technical, and skilled occupations. ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.
Feirer, J., M. Feirer, and G. Hutchings. Carpentry and BuildingConstruction. 5th ed. Peoria, IL: Glencoe McGraw-Hill, 1997.
Government of Canada, Canada Prospects 2000-2001. What Is aSkilled Trade? 2000. <http://realm.net/opportunityknocks>
Huth, M. Construction Technology. 3rd ed. Peoria, IL: GlencoeMcGraw-Hill, 1997.
Meyer, S. Criteria for Interpreting the Standard for TechnologicalLiteracy: Content for the Study of Technology. Menomie, WI:University of Wisconsin-Stout: International Technology EducationAssociation, undated.
Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ontario Ministry ofEducation, 2000.
Saskatchewan Education. Construction and Carpentry 10, 20, 30Curriculum Guide. Regina, SK: Saskatchewan Education, 2000.
Websites Construction Information Sources:<http://ctca.unb.ca/CTCA/sources/toc.html> Institute for Research in Construction: <www.nrc.ca/irc/irc.html> Canadian Contractor Magazine:<www.canadiancontractormagazine.com>Canadian Industry Analysis:<www.corporateinformation.com/casector/Construction.html> Canadian Construction Association: <www.cca-acc.com> Building links and wood technology: <www.umass.edu/bmatwt/bm_links.htmlhttp://www.umass.edu/bmatwt/bm_links.html> Construction Innovation Forum: <www.cif.org>
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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.
How to LinkLearning to Living
• Instructional Approaches
• Glossary of Instructional Approaches
• Evaluation and Assessment
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HOW TO LINK LEARNING TO LIVINGInstructional Approaches This document will provide examples of instructional methods thatexpand (increase) the teacher’s repertoire to support the learning ofstudents. The following diagram displays instructional approachesand methods of application.
Instructional Approaches: Figure adapted, with permission, from SaskatchewanEducation. Instructional Approaches: A Framework for Professional Practice. Copyright ©1991 by Saskatchewan Education.
Instructional Approaches
Direct InstructionLesson OverviewsGuest Speakers
Explicit TeachingInstruction of Strategic Processes
ModellingDidactic Questioning
DemonstrationsMini-Lessons
Guides for ReadingListening, Viewing
Interactive Instruction
DebatesRole-Playing
PanelsBrainstormingPeer Tutoring
DiscussionCooperative Learning Groups
Problem SolvingTalking CirclesPeer EditingInterviewing
Experiential LearningField TripsSimulations
Primary ResearchGames
Focused ImagingObservationsRole-Playing
Surveys
Independent StudyComputer-Assisted Instruction
EssaysReports
Study GuidesLearning Contracts
HomeworkInquiry and Research Projects
Learning Centres
Indirect InstructionJigsaw
Problem SolvingInquiry and Research
Reading and Viewing for MeaningReflective Discussion
Gallery WalksConcept Mapping
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Glossary of Instructional ApproachesDirect InstructionLesson Overviews — Teachers construct the frame that best suits
their subject matter, grade, and classroom and lessonorganization. Overviews are often put on a transparency orerasable poster so they can be reused with each class. Thepurpose is to help students focus on the goals of the lesson andto place the lesson in the context of a unit.
Guest Speakers — Inviting professionals or those with information ontopics being studied offers students the opportunity toexamine topics from a personal point of view and obtaincurrent, reality-based responses to questions.
Explicit Teaching — Teacher-directed lectures can provide studentswith information that may be required before high-orderthinking can occur. Teachers are encouraged to provideinformation which meets at least two learning modalities(visual, auditory, tactile, and kinaesthetic) by usingoverheads, writing on the board, and supplying handouts andreading notes.
Instruction of Strategic Processes — The steps that are required inorder to complete a task and move on to the next level.
Modelling (role playing, think alouds, and demonstrations) —Teachers model their use of strategies so that students canemulate them. Teachers verbalize all thoughts for students asthey demonstrate skills or processes. After several modellingexperiences, students should practise using the strategy inpairs. Ultimately, students should work independently withthe strategy.
Didactic Questioning — By asking leading questions, the teacher isable to draw information and answers from students.
Demonstrations — A teacher, student, or guest demonstrates atechnique to students. This technique works best if studentsare allowed to practise the technique on their own or in pairsfollowing the demonstration. The teacher or fellow studentscan offer feedback. Students should be given the opportunityto reflect on their proficiency and areas for improvement.
Direct InstructionStrategiesCheck off the strategiesyou are using.
! Lesson Overviews
! Guest Speakers
! Explicit Teaching
! Instruction ofStrategic Process
! Modelling
! Didactic Questioning
! Demonstrations
! Mini-Lessons
! Guides for Reading,Listening, Viewing
Mini-Lessons — Lessons that are 20 minutes in length. Recent brainresearch indicates that learning/retention occurs in the first20 minutes of each class.
Guides for Reading, Listening, Viewing — Providing students withguides (e.g., guided notes for a video) helps them to identifyimportant information and encourages attentiveness.
Indirect InstructionJigsaw — Individuals or small groups each explore a different topic
or a different area of the same topic. Individuals or groups arethen responsible for teaching their newly acquired knowledgeto the rest of the class.
Problem Solving — Stimulate student thinking by presenting asituation in which the student works through a process whichleads to a solution.
Inquiry and Research — Individually, in pairs or small groups,students explore topics and present their findings to the classvia an oral presentation or Gallery Walk.
Reading and Viewing for Meaning — Techniques of reading printmaterial and viewing visual media to become more conscious,discerning, critical, and appreciative readers.
Reflection — Learning Logs: Students regularly write short,spontaneous, exploratory, personal pieces of writing about thecontent they are studying. It is writing for thinking and notfor creating a polished product.
Admit/Exit Slips — Students fill in these small slips at thebeginning and end of the class. They help students to focus onwhat they expect to learn and reflect on what they havelearned. This provides the teacher with information onstudent learning.
Gallery Walks — Teachers or students display information andsamples on various topics throughout the room. Individually,in groups or as a class, students circulate and are presenteddifferent information at each station.
Concept Mapping — Assign student(s) a word or idea and have themgenerate related words and/or topics. Students then examinethe relationships between the words and ideas they havegenerated.
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Indirect InstructionStrategiesCheck off the strategiesyou are using.
! Jigsaw
! Problem Solving
! Inquiry and Research
! Reading and Viewing for Meaning
! Reflection—Learning Logs
! Admit/Exit Slips
! Gallery Walks
! Concept Mapping
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Experiential LearningField Trips — Students visit sites that relate to topics being studied.
The most successful excursions outside the classroom arethose that are organized because students have asked to visita particular site to further some aspect of research they haveundertaken.
Simulations — Students practise a skill or technique undercontrolled or ideal conditions with teacher or peer guidancebefore they are given the opportunity to perform on their own.
Primary Research — Research that explores original (first-hand)sources. May include interviews or reading first-hand accountsof a person’s experience or findings.
Games — Activities based on popular board or television games.Questions are based on course content and can be written bythe teacher or students. Can be used to review information orto activate learning prior to starting a unit.
Focused Imaging — Talking students through an event. Studentsmay choose to close their eyes, listen, and visualize as aspeaker describes a process, event, or location. Can beenhanced with sound effects.
Observations — Students and teacher can identify phenomena theyare looking for and observe the frequency of occurrence.Observations can also be used to determine how a processtakes place. It is important to remind students to remainobjective (record what they see) and not make assumptionsregarding causes of phenomena.
Role Playing — Teacher can provide, or the students can write skitswhich students act out in an effort to explain or demonstratean idea or the sequence of a process.
Surveys — Students or teacher develop questions and determine anaudience in an effort to study a phenomenon, belief, or theperceptions of others.
Experiential LearningStrategiesCheck off the strategiesyou are using.
! Field Trips
! Simulations
! Primary Research
! Games
! Focused Imaging
! Observations
! Role Playing
! Surveys
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Independent StudyComputer-Assisted Instruction (CAI) — Software (computer
programs) that provide exercises for drill and practise, rapidevaluation of student response, student feedback, concreterepresentations of abstract concepts, and more one-on-oneinstructional time.
Essays and Reports — Research and write on a topic assigned by theteacher or one that the students have chosen.
Study Guides — Reviewing content through the use of a documentthat provides the framework of knowledge covered in a unit orcourse.
Learning Contracts — Teacher and students create a contract orproposal specifying the topic, learning outcomes, experiences,products, resources, timelines, and assessment.
Homework, Inquiry, and Research Projects — Students are given theopportunity to independently research and examineinformation that is covered in class.
Learning Centres — Organize the classroom into various activity orlearning stations. These offer opportunities for independentinquiry and exposure to a wide variety of materials andsources of information.
Interactive InstructionDebates — The class is divided into two groups (teams). Each team is
assigned one side of an issue to defend or promote. Teams areresponsible for generating support for their side of the issue.Following the time assigned for developing arguments,students individually argue points on behalf of their team byintroducing new points or offering a rebuttal to points madeby the other team.
Role Playing — The teacher can provide or the students can writeskits which students act out in an effort to explain ordemonstrate an idea or sequence of a process.
Panels — Groups of people with first-hand knowledge or experienceon a topic.
Independent StudyStrategiesCheck off the strategiesyou are using.
! Computer-Assisted Instruction (CAI)
! Essays and Reports
! Study Guides
! Learning Contracts
! Homework, Inquiry, and Research Projects
! Learning Centres
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Brainstorming — Students generate ideas and information as aresult of contributing what they already know and building onthe ideas of others.
Peer Tutoring — Students learn from and teach one another as theyshare their work.
Discussion — Most useful way of transmitting information, learningwhat students think and know, and building a sense ofclassroom identity when all class members have a chance tospeak before anyone responds twice.
Co-operative Learning Groups — Students are placed into smallgroups or teams, based on the teachers’ criteria, and worktogether at various times to achieve common learning goals.
Problem Solving — A meaningful task which centres on overcomingconstraints or limiting conditions.
Talking Circles — Based on First Nations teachings, this processcreates a safe environment for discussion of conflicts, difficultsituations, or decisions student may face. This allows everystudent to be heard and teaches students to respect each otherand help build consensus (Manitoba Education and Training,Success for All Learners, 1996).
Peer Editing — Ongoing groups in which students give feedback ondrafts of each other’s writings for the purpose of improvement.
Interviewing — Students generate questions to ask and arrange aninterview with a person who has first-hand knowledge and/orexperience with a topic.
Interactive InstructionStrategiesCheck off the strategiesyou are using.
! Debates
! Role Playing
! Panels
! Brainstorming
! Peer Tutoring
! Discussion
! Co-operative Learning Groups
! Problem Solving
! Talking Circles
! Peer Editing
! Interviewing
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Evaluation and AssessmentEvaluation is the process of interpreting information, deciding towhat extent curriculum learning outcomes have been attained, anddetermining what skills or understanding of content still need to beaddressed (Manitoba Education and Training, Success for AllLearners, 1996).
Classroom assessment is broadly defined as any activity orexperience that provides information about student learning.Teachers learn about student progress not only through formal tests,examinations, and projects, but also through moment-by-momentobservation of students in action (Manitoba Education and Training,Senior 1 English Language Arts: A Foundation for Implementation,1997). Assessment is the “systematic process of gathering informationabout what a student knows, is able to do, and is learning to do”(Manitoba Education and Training, Reporting on Student Progressand Achievement, 1997, 5). The purpose of assessment is to monitorstudent progress. Assessment is an ongoing part of learning.
Assessment Types and Purposes
Assessment Types and Purposes
Assessment of LearningSummative Assessment —
(To Prove Learning)
Assessment for LearningFormative Assessment —(To Improve Learning)
" How students have changed
" Checks what has been learned to date
" Is designed for those not directlyinvolved in daily learning and teaching
" Is presented in a periodic report
" Usually gathers information into easilydigestible numbers, scores, and marks
" Usually compares the student’slearning with either other students orthe standard for a grade level
" Does not need to involve the student
" Data on how the students are changing
" Checks learning to decide what to do next
" Designed to assist teachers and students
" Used in marking and conversation
" Usually detailed, specific, and descriptivefeedback in words as well as (or insteadof) numbers, scores, and marks
" Usually focused on improvement,compared with the student’s previousbest
" Needs to involve the student—the personmost able to improve learning
Assessment Types and Purposes: Adapted from Two Key Assessment Purposes by RuthSutton, Education Consultant and Trainer, Salford, England. Used with permission.
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Characteristics of Effective Assessment Effective assessment assists learning. Effective assessment• is congruent with instruction• uses a wide range of tools and methods• is based on authentic tasks• is ongoing and continuous• is based on criteria that students know and understand• is a collaborative process involving students• focuses on what students have learned and can do
Details on each of the characteristics are provided in Senior 1English Language Arts: A Foundation for Implementation, ManitobaEducation and Training, 1997, Overview 24.
Assessment, Feedback, and LearningAssessment will have a greater impact on learning if it is donecarefully. The focus must be on the quality of feedback rather thanthe quantity of information gathered by the teachers. Researchindicates that assessment without good feedback may have little orno impact on the quality of learning, whether the student is a childor an adult (Sutton, 2002). Effective feedback should• connect with clear learning expectations which have been shared,
explained, and illustrated with students beforehand• be specific, in both the positive and the critical• offer alternatives, or ask the learner to do so• be descriptive, rather than consist of judgement alone• compare the student with other students rarely, if at all• focus on the task, not the person• be offered as soon as possible after the event to which it refers• look forward to the specific next steps to improve performance• encourage and plan for opportunities for the feedback to be used,
as soon as possible in the first instance• involve the learner wherever possible, to improve the chance of it
being understood and acted upon
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Glossary of Assessment Tools and Methods Checklists — An instrument that specifies criteria or indicators of
merit on which the evaluator marks the presence or absence ofthe attributes being assessed.
Anecdotal Comments and Records — Data obtained from a writtendescription of an activity or behavioural incident.
Reviews of Drafts and Revisions — Self-correction to improvestudent’s learning. Capability to recognize and correctmistakes.
Rubrics and Marking Scales — A rubric can be an explicit descriptionof performance characteristics corresponding to a point on arating scale. A scoring rubric makes explicit expected qualitiesof performance on a rating scale or the definition of a singlescoring point on a scale.
Reflection Logs/Journals — A journal or diary, maintained by thestudent. The log can serve as a source of information for self-assessment or an evaluation, or can be included as part of aportfolio.
Self-Assessment Instruments — The process of judging one’s ownlearning/performance for the purpose of self-improvement (forexample, videotape, filling out self-rating forms, keeping a log,or compiling a portfolio).
Peer-Assessment Instruments — Evaluation of a student by anotherstudent, usually done to provide feedback to the evaluee forpurposes of improvement.
Written Assignments/Essays — Assess the student’s understandingof a subject through a written description, analysis,explanation, or summary. Involves critical thinking, analysis,and synthesis.
Demonstrations/Presentations — Students have the opportunity toshow their mastery of subject-area content and procedures.Allows students to verbalize their knowledge.
Projects — Participants actively plan and work with tools, materials,and processes to create a product. Projects are comprehensivedemonstrations of skills and knowledge that require a broadrange of competencies.
Tools and MethodsCheck off the tools/methods you are using.
! Checklists
! Anecdotal Commentsand Records
! Reviews of Drafts and Revisions
! Rubrics and Marking Scales
! Reflection Logs/ Journals
! Self-Assessment Instruments
! Peer-Assessment Instruments
! Written Assignments/Essays
! Demonstrations/ Presentations
! Projects
! Portfolios
! Journaling or Notebooking
! Tests and Exams
! Quizzes
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Portfolios — Refer to Success for All Learners, Chapter 11.10. Usuallyfiles or folders that contain collections of a student’s work.They provide a broad portrait of individual performance,assembled over time.
Journaling or Notebooking — Short, spontaneous, exploratorywriting, often done amid or between other activities. A recordof events which students may be asked to keep as part of theirlearning.
Tests and Exams — Refer to Success for All Learners, Chapter 11.16.A device or technique used to measure the performance, skilllevel, or knowledge of a learner on a specific subject matter. Itusually involves quantification of results — a number thatrepresents an ability or characteristic of the person beingtested.
Quizzes — A short test to measure achievement on material recentlytaught or on any small, newly completed unit of work.
Rewriting Objectives toLearning Outcomes
• Why Learning Outcomes?
• What Are Learning Outcomes?
• What Are General Learning Outcomes (GLOs)?
• What Are Specific Learning Outcomes (SLOs)?
• What Are the Characteristics of Good Learning Outcomes?
• What Is the Importance of Action Verbs?
• Writing Learning Outcomes
• Home Economics/Industrial Arts: Rewriting Objectives to Learning Outcomes Samples
• Tips for Rewriting Objectives to Learning Outcomes
REWRITING OBJECTIVES TO LEARNING OUTCOMES
What Are Learning Outcomes?Learning outcomes are statements that indicate what learners willknow or be able to do as a result of a learning activity. Learningoutcomes are usually expressed as knowledge, skills, or attitudes.
Learning outcomes provide direction in the planning of a learningactivity. They help to • focus on the learner’s behaviour/action• serve as guidelines for content, instruction, and assessment• identify specifically what should be learned• convey to learners exactly what is to be accomplished
Why Learning Outcomes?• enable students to learn more effectively• enable teachers to design their materials more effectively by acting
as a template • enable teachers to select the teaching strategy for the intended
learning outcome• enable teachers to select the assessment strategy based on the
materials delivered
What Are General Learning Outcomes (GLOs)?GLOs identify the broad categories of knowledge, skills, and attitudesthat students are expected to learn and be able to do in a subject areaor course.
What Are Specific Learning Outcomes (SLOs)?SLOs identify the knowledge, skills, and attitudes that contribute toa GLO.
What Are the Characteristics of Good Learning Outcomes?Learning outcomes have three distinguishing characteristics. Thespecific action by the learner must be:1. observable 2. measurable3. obtainable
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What Is the Importance of Action Verbs?The verb chosen for each learning outcome statement should be anaction verb which results in behaviour that can be observed andmeasured.
The following verbs can be used in writing learning outcomes.
Verb List for Writing Student Learning Outcomes
Verbal/LinguisticVerbs
AdaptAddressAmendAnswerArgueArticulateAssociateComposeConvertConvinceCreateCritiqueDebateDefendDefineDemonstrateDescribeDevise
DiscussDisplayDistinguishDraftElaborateEmbellishEnrichEnunciateExpandExplainExpress in
other termsExtendFormGeneralizeGenerateGive
examples
Give in ownwords
IndicateInformInterviewIntroduceInventJustifyLabelListListenMake upMemorizeModifyNameParaphrasePoint outPredict
PrescribePresentPretendProducePublishQuestionQuoteReadRecallReciteRecognizeRecommendRedirectRelateRepeatReportRestateRespond
RetellRewordRewriteReviseSpecifyStateSuggestSummarizeSynthesizeTeachTellTranslateTransmitUseWrite
InterpersonalVerbs
IntrapersonalVerbs
AdviseArticulateAssignCoachCommunicate
an opinionComposeContributeCreateDemonstrate
DesignDiscussDisplayEducateEmpathizeEncounterEvaluateExperienceExplainGive feedback
IdentifyIllustrateImproveInterpretInterviewInstructJustifyListenMotivateOrganize
PerceivePlanPlayPractisePresentProjectReceive
feedbackRecordRelate
Role playSeekShareShowSolveSpell outTeachTrainTranslateWrite
AccessAdvocateAmendAnalyzeApplyAppraiseAssessAssimilateAwardChooseCommunicate
an ideaCompare
ContrastConcentrateConcludeContributeCreateCritiqueDecideDefendDemonstrateDescribeDetermineDiscriminateDraw
EvaluateExplainExploreFocusIllustrateImagineInterpolateInterpretJudgeListMakeNarratePlan
Point outPositionPractisePrepareProposeRankRateRecognizeRecountRedrawReflectReportReview
ReviseRewriteSelectSelf-reflectShareShowSuggestSupportTellTrackUseValidateWrite
(continued)
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Verb List for Writing Student Learning Outcomes (continued)
Logical/MathematicalVerbs
AnalyzeAppraiseApplyArrangeBrainstormBreak downCalculateCause/EffectCheckClassifyCombineCompareComputeConcludeContrast
ConvertCountCriticizeDecideDecipherDeduceDemonstrateDeriveDetectDetermineDevelopDeviseDifferentiateDiscernDiscover
DiscriminateDistinguishEstimateEvaluateExamineExerciseExtrapolateFind
examplesFind
relationshipsFind
unknownFormulateGrasp
HypothesizeInferIntegrateInterpretLinkMeasureModifyObserveOrderOutlinePlotPonderPredictProvePuzzle
RankResolveSelectSeparateSequenceSimplifySolveTestTrackTranslateUnifyVerify
Body/KinaestheticVerbs
Act outAdjustApplyArrangeBendBlendBuildCategorizeChangeChooseClassifyCollect
informationCombineCompareCompileCompleteConductConstructCountCreateDemonstrateDesign
DetermineDevelopDeviseDiscoverDisplayDivideDocumentDramatizeEngageErectExamineExecuteExerciseExperimentFill inFindFoldFormFuseGaugeGroupImitateInspect
InterpretInventInvestigateJumpKeep recordsLeapLocateMakeMake upManipulateMatchMeasureModelModifyMoveOperateOrderOrganizeParticipatePerformPickPlanPoint
PostPractisePreparePresentProducePutPut in orderPut to usePut togetherRearrangeReconstructRecordReorderReorganizeRestructureRole playRotateSearchSelectSeparateShakeShowSimulate
SortSpinSpringStageStandStretchSubdivideSurveyTabulateTake apartTouchTraceTrackTrainTransferTurnTwistUncoverUnderlineUseVaultWrite
(continued)
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Writing Learning OutcomesUse the blank templates and samples included in this package as aguideline as you rewrite objectives as learning outcomes. Blanktemplates and samples are also be available online at ManitobaEducation and Youth’s website (www.edu.gov.mb.ca/ks4/). Additionalwebsite links are available on this website.
Home Economics / Industrial Arts: Rewriting Objectives to LearningOutcomes SamplesHome Economics: Food and Nutrition To integrate a variety of foods from each food group every day inone’s diet to provide the energy necessary to lead an active life (referto page 70).
Home Economics: Human DevelopmentTo recognize the importance of meeting basic needs and healthypersonal development (refer to page 71).
Home Economics: Clothing and TextilesTo demonstrate an understanding that assists the consumer to makeeducated decisions about textile products (refer to page 72).
Verb List for Writing Student Learning Outcomes (continued)
Visual/SpatialVerbs
BuildCastChangeChartConvertComposeCopyCreateDecorateDemonstrate
DesignDiagramDistinguishDivideDrawElaborateEmbellishEnlargeExpandForm
FormulateGraphIdentifyIllustrateImproveIntegrateInterpretInventLabelList
MakeMarkMind mapModelOrganizeOriginateOutlineProduceRearrangeRecognize
RenderReorderRepresentReproduceShowSketchTransform
Musical/RhythmicVerbs
AmplifyArrangeBlendClassifyCompare/
ContrastComposeCreate
DemonstrateElevateEnhanceExplainExpressHarmonizeHearHum
IllustrateIncorporateInterpretListenMake upModifyOrchestratePerform
PlayPractisePresentProduceRepresentRetellSelectShow
SingStageTrainModifyWrite about
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Industrial Arts: Comprehensive Safety To demonstrate safe practices with tools, machines, materials, andrelated processes (refer to page 73).
Industrial Arts: Comprehensive MeasurementTo select appropriate measurement tools and apply measurements inpractice (refer to page 74).
Industrial Arts: Planning and DesignTo perform tasks that demonstrate application of the design processto a project (refer to page 75).
Tips for Rewriting Objectives to Learning Outcomes• Start with the Advanced general learning outcomes and proceed to
the Intermediate, Introductory, and then Exploratory learningoutcomes. Use a backward process.
• Compare the learning outcomes in each category with what youare currently doing in the classroom.
• Keep the general learning outcomes plain and simple.• The specific learning outcomes have to support the general
learning outcome.
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Home Economics/Industrial ArtsLearning Outcomes Samples
• Home Economics: Food and Nutrition
• Home Economics: Human Development
• Home Economics: Clothing and Textiles
• Industrial Arts: Comprehensive Safety
• Industrial Arts: Comprehensive Measurement
• Industrial Arts: Planning and Design
• Blank Learning Outcome Templates
LEARNING OUTCOMES SAMPLESThis document has been designed to allow for maximum flexibility toprovide Middle Years students in Manitoba with the opportunity toexperience the hands-on skills development, knowledge, andresources available in Home Economics/Industrial Arts education.Middle Years education can be categorized from Grades 5 to 8 orGrade 6 to Senior 1, depending on the educational setting. It is forthis reason that four levels of learning outcomes (exploratory,introductory, intermediate, and advanced) that are not grade-specifichave been outlined in this document. The four levels provide anopportunity for each school to select the time allocation that suits theneeds of their learning environment to incorporate Middle YearsHome Economics/Industrial Arts programming into their educationalplan. The inclusion of Home Economics/Industrial Arts education inthe Middle Years involves the implementation of the three Cs—Commitment to Middle Years Home Economics/Industrial Artseducation by Careful and Cooperative timetabling.
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ry t
o le
adan
act
ive
life.
Form
er M
ajor
Obj
ecti
ve:
To r
elat
e th
e se
lect
ion
of f
oods
to
the
need
s of
ind
ivid
uals
. (H
ome
Econ
omic
s 7-
9, M
anit
oba
Educ
atio
n: 1
985,
45)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1. I
dent
ify
the
grou
ps i
nCa
nada
’s F
ood
Gui
deto
Hea
lthy
Eat
ing,
incl
udin
g “O
ther
s.”
•G
rain
Pro
duct
s•
Vege
tabl
es/F
ruit
•M
ilk P
rodu
cts
•M
eats
and
Alte
rnat
ives
•O
ther
s•
Com
bina
tion
Foo
ds
2.Ca
tego
rize
foo
dpr
oduc
ts i
nto
the
four
grou
ps a
nd “
othe
r”fo
ods. Su
gges
ted
Lear
ning
Act
ivit
y
Gro
cery
Bag
Act
ivit
y:ca
tego
rize
foo
ds i
nto
grou
ping
s.
Pict
ure
Card
Act
ivit
y:pi
ctur
e ca
rd s
ets
avai
labl
e th
roug
hM
anit
oba
Milk
Pro
duce
rs.
Crea
te a
pos
ter.
Proc
ess/
Proj
ect
Plan
and
pre
pare
abr
eakf
ast
that
enc
om-
pass
es f
oods
fro
m t
hree
out
of f
our
food
gro
ups.
1. I
dent
ify
the
reco
m-
men
ded
rang
es o
fse
rvin
gs f
or e
ach
food
grou
p fo
r Ca
nadi
ans
betw
een
the
ages
of
four
to
adul
t.
2.D
eter
min
e th
e am
ount
of f
ood
that
is
the
equi
vale
nt o
f on
e or
two
serv
ings
fro
m a
list
of f
ood
prod
ucts
.
3.Li
st a
nd d
iscu
ss a
gean
d ge
nder
fac
tors
that
det
erm
ine
the
num
ber
of s
ervi
ngs.
Sugg
este
d Le
arni
ng A
ctiv
ity
Pers
onal
foo
d re
call
for
one
day
to c
alcu
late
the
num
ber
of s
ervi
ngs
offo
od c
onsu
med
.
Det
erm
ine
pers
onal
goal
s/st
rate
gies
to
impr
ove
an a
rea
of t
hefo
od g
uide
tha
t is
not
mee
ting
the
rec
om-
men
ded
daily
ser
ving
amou
nts.
Proc
ess/
Proj
ect
Plan
and
pre
pare
a l
unch
that
enc
ompa
sses
foo
dsfr
om t
hree
out
of
four
food
gro
ups.
1.Id
enti
fy t
he l
eade
rnu
trie
nts
asso
ciat
edw
ith
each
foo
d gr
oup.
2.D
eter
min
e th
e fu
ncti
onof
the
nut
rien
ts i
n th
ebo
dy.
3.Li
st a
nd d
iscu
ss a
ctiv
ity
leve
l an
d bo
dy s
ize
fact
ors
that
det
erm
ine
the
num
ber
of s
ervi
ngs.
Sugg
este
d Le
arni
ng A
ctiv
ity
Tast
e Te
st:
Proc
esse
dsn
acks
(fa
t/su
gar/
salt
-ba
sed
snac
ks)
com
pare
d to
snac
ks c
hose
n fr
om t
heFo
odG
uide
.
Tast
e Te
st:
Com
pare
and
cont
rast
“lig
ht,”
“lo
wso
dium
/fat
” pr
oduc
ts,
tore
gula
r pr
oduc
t lin
es.
Proc
ess/
Proj
ect
Plan
and
pre
pare
anu
trit
ious
sna
ck t
hat
enco
mpa
sses
foo
d(s)
fro
mth
e fo
od g
uide
.
1.Co
mpa
re a
nd c
ontr
ast
vari
ous
food
gui
des:
•Ch
ina
Pago
da•
Gre
at B
rita
in F
ood
Plat
e•
Cana
dian
Veg
an•
Amer
ican
Foo
dPy
ram
id•
Cana
dian
Nor
ther
nG
uide
•Ca
nada
’s F
ood
Gui
de
Sugg
este
d Le
arni
ng A
ctiv
ity
Div
ide
clas
s in
to g
roup
sto
res
earc
h an
dco
mpa
re/c
ontr
ast
agu
ide/
pyra
mid
/pag
oda/
plat
e to
the
CFG
for
Hea
lthy
Eat
ing.
Proc
ess/
Proj
ect
Each
gro
up t
o pl
an a
ndpr
epar
e a
mea
l pl
an f
rom
one
of t
he f
ood
guid
es/
plat
es/p
agod
as.
•Ex
plic
it t
each
ing
•D
idac
tic
Que
stio
ning
•Ji
gsaw
•Re
adin
g an
d Vi
ewin
gfo
r M
eani
ng•
Brai
nsto
rmin
g•
Dis
cuss
ion
•Re
sear
ch
•G
alle
ry W
alk
•Re
sear
ch•
Gal
lery
Wal
k
•Ch
eckl
ists
•Ru
bric
s•
Self
-ass
essm
ent
•Pr
esen
tati
ons
•Pr
ojec
ts
•Se
lf-a
sses
smen
t•
Peer
Ass
essm
ent
•Pr
ojec
ts•
Wri
tten
Ass
ignm
ents
•Pr
esen
tati
ons
•Jo
urna
ling/
Not
eboo
king
Hom
e Ec
onom
ics:
Food
and
Nut
riti
on
Middle Years Home Economics/Industrial Arts Teacher Support Document
71
Gen
eral
Lea
rnin
g O
utco
me:
To r
ecog
nize
the
im
port
ance
of
mee
ting
bas
ic n
eeds
and
hea
lthy
per
sona
l de
velo
pmen
t.
Form
er M
ajor
Obj
ecti
ve:
To g
ain
an u
nder
stan
ding
of
ours
elve
s th
roug
h th
e st
udy
of c
hild
dev
elop
men
t. (
Hom
e Ec
onom
ics
7-9,
Man
itob
a Ed
ucat
ion:
1985
, 37
)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1. I
dent
ify
the
basi
cne
eds
— P
hysi
cal,
Soci
al,
Inte
llect
ual,
and
Emot
iona
l
2.Id
enti
fy t
he p
eopl
ew
ho f
acili
tate
mee
ting
basi
c ne
eds.
•Pe
er g
roup
s•
Fam
ilies
•Co
ache
s•
Teac
hers
, et
c.
Sugg
este
d Le
arni
ng A
ctiv
ity
Smal
l-gr
oup
disc
ussi
ons/
brai
nsto
rmin
g fo
r te
npe
ople
tha
t st
uden
tsde
pend
on,
and
why
stud
ents
dep
end
onth
em.
Clas
sify
the
nee
dsas
phy
sica
l, i
ntel
lect
ual,
soci
al,
or e
mot
iona
l.
Proc
ess/
Proj
ect
Crea
te a
wor
d or
pho
toco
llage
of
peop
le w
hoas
sist
stu
dent
s to
mee
tth
eir
diff
eren
t ty
pes
ofne
eds.
1. D
escr
ibe
the
fact
ors
that
enh
ance
or
inhi
bit
the
mee
ting
of
basi
c ne
eds.
For
exam
ple:
•Fa
mili
es•
Brea
kfas
t pr
ogra
ms
•Fr
iend
s•
Bulli
es•
Gov
ernm
ent
stan
dard
s of
foo
d,he
alth
car
e, e
tc.
•D
isas
ters
, et
c.
Sugg
este
d Le
arni
ng A
ctiv
ity
Crea
te a
sur
vivo
r ga
me
base
d on
cas
e st
udie
s.
Proc
ess/
Proj
ect
Dev
elop
a c
lass
bul
leti
nbo
ard
feat
urin
g pi
ctur
es,
poem
s, m
edia
, ar
ticl
es,
etc.
, th
at i
llust
rate
bas
icne
eds
bein
g m
et o
rre
quir
ing
a fu
rthe
rco
mm
itm
ent.
1. D
eter
min
e th
eco
nnec
tion
bet
wee
nm
eeti
ng b
asic
nee
ds a
ndhe
alth
y pe
rson
alde
velo
pmen
t.
Sugg
este
d Le
arni
ng A
ctiv
ity
Rela
te t
rue
and
fict
iona
lst
orie
s of
fer
al c
hild
ren
(Am
ala
and
Kam
ala
ofIn
dia,
the
Gaz
elle
boy
of
the
Saha
ra D
eser
t, e
tc.
vs.
Tarz
an,
Mow
gli,
Rom
ulus
and
Rem
us,
Geo
rge
of t
heJu
ngle
), a
nd c
ompa
re t
heca
pabi
litie
s of
fer
alch
ildre
n to
tho
se c
reat
edin
fic
tion
, or
to
stud
ents
them
selv
es.
Proc
ess/
Proj
ect
Surv
ivor
Gam
es:
Wha
tw
ould
you
tak
e w
ith
you
on a
20-
year
rou
nd t
rip
toM
ars?
On
a lif
e ra
ft?
View
par
ts o
f fi
lms:
Gre
ysto
ke:
The
Lege
nd o
fTa
rzan
, Lo
rd o
f th
e A
pes
(198
4),
Cast
away
.
1. A
naly
ze t
he s
peci
alne
eds
of p
eopl
e at
vari
ous
stag
es o
f th
eir
lives
. Sugg
este
d Le
arni
ng A
ctiv
ity
Plan
act
ivit
ies
that
will
help
pro
vide
the
bas
icne
eds
for
an e
lem
enta
ry-
aged
or
spec
ial
need
sst
uden
t.
Proc
ess/
Proj
ect
Visi
t a
spec
ial
need
s or
elem
enta
ry s
choo
lcl
assr
oom
whe
re s
tude
nts
wou
ld l
ead
or f
acili
tate
an a
ctiv
ity.
•G
uest
Spe
aker
•D
idac
tic
Que
stio
ning
•Ji
gsaw
•Co
ncep
t M
appi
ng•
Adm
it/E
xit
Slip
s•
Essa
ys a
nd R
epor
ts•
Dis
cuss
ion
•Ex
plic
it T
each
ing
•D
idac
tic
Que
stio
ning
•Pr
oble
m S
olvi
ng•
Inqu
iry
and
Rese
arch
•G
alle
ry W
alks
•Pr
imar
y Re
sear
ch•
Focu
sed
Imag
ing
•D
iscu
ssio
n
•Ro
le P
layi
ng•
Gui
des
for
View
ing
•Pr
oble
m S
olvi
ng•
Inqu
iry
and
Rese
arch
•Ad
mit
/Exi
t Sl
ips
•G
alle
ry W
alks
•Fi
eld
Trip
s•
Gam
es
•Re
flec
tion
Log
s•
Self
-ass
essm
ent
•W
ritt
en A
ssig
nmen
t•
Qui
zzes
•Re
flec
tion
Log
s•
Jour
nalin
g or
Not
eboo
king
•Ru
bric
s
•Se
lf-a
sses
smen
t•
Pres
enta
tion
s•
Port
folio
s•
Rubr
ics
Hom
e Ec
onom
ics:
Hum
an D
evel
opm
ent
Middle Years Home Economics/Industrial Arts Teacher Support Document
72
Gen
eral
Lea
rnin
g O
utco
me:
To d
emon
stra
te a
n un
ders
tand
ing
that
ass
ists
the
con
sum
er t
o m
ake
educ
ated
dec
isio
ns a
bout
tex
tile
pro
duct
s.
Form
er M
ajor
Obj
ecti
ve:
To g
ain
unde
rsta
ndin
g w
hich
ass
ists
the
con
sum
er i
n m
akin
g de
cisi
ons
abou
t te
xtile
pro
duct
s. (
Hom
e Ec
onom
ics
7-9,
Man
itob
a Ed
ucat
ion:
198
5, 5
9)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1. I
dent
ify
diff
eren
ces
betw
een
wov
en a
ndkn
it f
abri
cs.
Sugg
este
d Le
arni
ng A
ctiv
ity
Fabr
ic g
rab
bag
Proc
ess/
Proj
ect
Sele
ct k
nit
and
wov
enfa
bric
to
crea
te a
tex
tile
prod
uct.
•be
an b
ag p
roje
ct•
book
mar
ks•
penc
il ca
se
1. D
emon
stra
tekn
owle
dge
that
fib
res
are
the
build
ing
bloc
kof
fab
ric.
2.D
emon
stra
tekn
owle
dge
that
the
rear
e tw
o fi
bre
cate
gori
es:
natu
ral/
synt
heti
c.
Sugg
este
d Le
arni
ng A
ctiv
ity
Dis
sect
fab
ric
into
com
pone
nts:
fib
re t
oya
rn p
roce
ss.
Clas
sify
fib
res
into
cate
gori
es (
natu
ral/
synt
heti
c) b
y re
adin
g th
efi
bre
cont
ent
labe
ls o
ncl
othi
ng.
Proc
ess/
Proj
ect
Take
stu
dent
s fa
bric
shop
ping
.
Colle
ct f
ibre
con
tent
info
rmat
ion
from
rea
ding
fibr
e co
nten
t la
bels
on
item
s at
hom
e.
Usi
ng a
cha
rt,
clas
sify
item
s in
to f
ibre
cate
gori
es:
natu
ral/
synt
heti
c.
Clas
sify
the
fin
ding
sth
roug
h th
e cr
eati
on o
f a
char
t.
1. D
emon
stra
te k
now
ledg
eof
cha
ract
eris
tics
of
fibr
es. Su
gges
ted
Lear
ning
Act
ivit
y
Expe
rim
ent
wit
h fa
bric
s:
•bu
rn t
est
•ab
sorp
tion
tes
t•
wri
nkle
tes
t
Rese
arch
act
ivit
y:m
ost
com
mon
ly u
sed
fibr
es.
Proc
ess/
Proj
ect
Mat
ch u
sing
pri
orkn
owle
dge:
tex
tile
ite
ms
tofa
bric
wit
h ap
prop
riat
efi
bre
cont
ent
(e.g
., n
ylon
for
carp
etin
g).
1. M
ake
deci
sion
s ba
sed
on p
revi
ous
know
ledg
eto
sel
ect
appr
opri
ate
fabr
ics
for
spec
ific
end
uses
.
Sugg
este
d Le
arni
ng A
ctiv
ity
Sele
ct a
nd a
sses
s th
efa
bric
tha
t is
sel
ecte
d fo
ra
spec
ific
end
use
.
Proc
ess/
Proj
ect
Mat
ch c
hara
cter
isti
cs o
ffi
bres
to
the
mos
tap
prop
riat
e en
d us
e in
apr
ojec
t.
•D
idac
tic
Que
stio
ning
•D
emon
stra
tion
•In
quir
y an
d Re
sear
ch•
Obs
erva
tion
s•
Gal
lery
Wal
k
•Ji
gsaw
•In
quir
y an
d Re
sear
ch•
Obs
erva
tion
s
•Fi
eld
trip
•In
quir
y an
d Re
sear
ch•
Prob
lem
Sol
ving
•Su
rvey
•Pr
imar
y Re
sear
ch•
Gue
stSp
eake
rs
•Jo
urna
ling
and
Not
eboo
king
•Ch
eckl
ist
•Q
uizz
es o
r Te
sts
•Ru
bric
: w
ww
.ru
bist
ar.4
teac
hers
.org
•D
emon
stra
tion
/Pr
esen
tati
on•
Chec
klis
ts•
Self
-ass
essm
ent
•Pe
er A
sses
smen
t•
Jour
nalin
g or
Not
eboo
king
•Re
flec
tion
Hom
e Ec
onom
ics:
Clo
thin
g an
d Te
xtile
s
Middle Years Home Economics/Industrial Arts Teacher Support Document
73
Gen
eral
Lea
rnin
g O
utco
me:
To d
emon
stra
te s
afe
prac
tice
s w
ith
tool
s, m
achi
nes,
mat
eria
ls,
and
rela
ted
proc
esse
s.
Form
er M
ajor
Obj
ecti
ve:
To d
evel
op s
afet
y co
nsci
ousn
ess
in t
he u
se o
f to
ols,
mac
hine
s, a
nd p
roce
sses
, th
roug
h a
wid
e ra
nge
of e
xper
ienc
es r
elat
edto
the
ind
ivid
ual
and
to t
he p
rodu
ctio
n an
d se
rvic
ing
aspe
cts
of h
obbi
es a
nd i
ndus
trie
s. (
Indu
stri
al A
rts
7-9:
Core
Saf
ety
Obj
ecti
ve i
n A
ll C
urri
cula
,M
anit
oba
Educ
atio
n: 1
983)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1.
Iden
tify
and
loc
ate
safe
ty e
quip
men
t/re
sour
ces
in t
he l
ab.
•Ey
e-w
ash
stat
ion
•Si
gnag
e•
Wor
k zo
nes
•Pe
rson
al p
rote
ctiv
eeq
uipm
ent
•W
HM
IS
2.Id
enti
fy a
nd d
emon
stra
tesa
fe l
ab p
ract
ices
.
•Be
havi
our/
cond
uct
•Pe
rson
al p
rote
ctiv
eeq
uipm
ent
3.D
emon
stra
te s
afe
use
ofto
ols
and
mac
hine
s.
Sugg
este
d Le
arni
ng A
ctiv
ity
Room
map
Revi
ew o
f sa
fety
man
uals
Haz
ardo
us s
ymbo
lid
enti
fica
tion
Proc
ess/
Proj
ect
Des
ign
and
cons
truc
t a
safe
ty p
oste
r.
Cons
truc
t a
prod
uct
wit
hto
ols
and
mac
hine
ry i
nac
cord
ance
wit
h sa
fe w
ork
prac
tice
s.
1. S
tate
the
haz
ards
tha
tar
e in
here
nt i
n a
prod
ucti
on p
roce
ss.
2. D
efin
e/in
terp
ret
MSD
Sre
late
d to
spe
cifi
cpr
oduc
ts u
sed
in t
he l
ab
3. I
dent
ify
and
dem
onst
rate
safe
lab
pra
ctic
es.
•Be
havi
our/
cond
uct
•Pe
rson
al p
rote
ctiv
eeq
uipm
ent
4. D
emon
stra
te s
afe
use
ofto
ols
and
mac
hine
s.
Sugg
este
d Le
arni
ng A
ctiv
ity
List
pot
enti
al h
azar
dsas
soci
ated
wit
h a
prod
ucti
onpr
oces
s.
Part
icip
ate
in l
ab i
nspe
ctio
nan
d co
mpl
ete
chec
klis
t.
Revi
ew a
vid
eo t
hat
dem
onst
rate
s sa
fe h
andl
ing
proc
edur
es.
Proc
ess/
Proj
ect
Cons
truc
t a
prod
uct
wit
hto
ols
and
mac
hine
ry i
nac
cord
ance
wit
h sa
fe w
ork
prac
tice
s.
1.
Anal
yze
haza
rds
that
are
inhe
rent
in
a pr
oduc
tion
proc
ess.
2. I
dent
ify
envi
ronm
enta
l an
dw
orkp
lace
im
pact
s on
the
use
of h
azar
dous
mat
eria
ls.
3. I
dent
ify
and
dem
onst
rate
safe
lab
pra
ctic
es.
•Be
havi
our/
cond
uct
•Pe
rson
al p
rote
ctiv
eeq
uipm
ent
4. D
emon
stra
te s
afe
use
ofto
ols
and
mac
hine
s
Sugg
este
d Le
arni
ng A
ctiv
ity
Det
erm
ine
and
exec
ute
safe
oper
atin
g pr
oced
ures
whe
npe
rfor
min
g a
prod
ucti
onpr
oces
s.
Gro
up d
iscu
ssio
n/vi
deo
revi
ew o
f en
viro
nmen
tal
impa
ct o
f th
e us
e of
mat
eria
ls.
Proc
ess/
Proj
ect
Perf
orm
a p
rodu
ctio
n pr
oces
sw
ith
sequ
enti
al o
pera
tion
sus
ing
safe
wor
k pr
acti
ces.
1.
Det
erm
ine
and
exec
ute
safe
pra
ctic
es a
ndpr
oced
ures
req
uire
d fo
rea
ch p
roce
ss.
2.
Anal
yze
the
envi
ronm
enta
l im
pact
of
the
use
of h
azar
dous
mat
eria
ls.
3. S
imul
ate
and
reac
t to
ahy
poth
etic
al h
azar
dous
situ
atio
n.
4. I
dent
ify
and
dem
onst
rate
safe
lab
pra
ctic
es.
•Be
havi
our/
cond
uct
•Pe
rson
al p
rote
ctiv
eeq
uipm
ent
5. D
emon
stra
te s
afe
use
ofto
ols
and
mac
hine
s.
Sugg
este
d Le
arni
ng A
ctiv
ity
Role
-pla
y a
hypo
thet
ical
haza
rdou
s si
tuat
ion.
Asse
ss t
he e
nvir
onm
enta
lan
d hu
man
im
pact
of
prod
ucin
g a
proj
ect.
Proc
ess/
Proj
ect
Rese
arch
pro
ject
on
natu
ral
reso
urce
man
agem
ent.
Des
ign
jigs
and
fix
ture
s fo
rsa
fe p
rodu
ctio
n pr
oced
ures
.
•Le
sson
Ove
rvie
w•
Dem
onst
rati
ons
•G
uide
s fo
r Re
adin
g,Li
sten
ing,
Vie
win
g•
Fiel
d Tr
ips
•H
omew
ork
Inqu
iry
•Si
mul
atio
ns•
Role
Pla
ying
•Br
ains
torm
ing
•Pr
oble
m S
olvi
ng•
Dis
cuss
ions
•Co
oper
ativ
e Le
arni
ngG
roup
s•
Gue
st S
peak
er•
Peer
Tut
orin
g
•Ch
eckl
ists
•Br
ains
torm
ing
•In
quir
y an
d Re
sear
ch•
Dis
cuss
ion
•In
quir
y an
d Re
sear
ch•
Prob
lem
Sol
ving
•Co
oper
ativ
e Le
arni
ng•
Obs
erva
tion
•Re
flec
tion
Jou
rnal
•Ch
eckl
ist
•D
emon
stra
tion
s•
Pres
enta
tion
s•
Rubr
ics
•Pe
er A
sses
smen
t•
Test
s•
Qui
zzes
•Ch
eckl
ist
•An
ecdo
tal
Com
men
ts a
ndRe
cord
s•
Dem
onst
rati
ons/
Pres
enta
tion
s
•Pr
ojec
ts•
Rubr
ics
and
Mar
keti
ngSc
ales
: w
ww
.ru
bist
ar.4
teac
hers
.org
•D
emon
stra
tion
s/Pr
esen
tati
ons
Indu
stri
al A
rts:
Com
preh
ensi
ve S
afet
y
Middle Years Home Economics/Industrial Arts Teacher Support Document
74
Gen
eral
Lea
rnin
g O
utco
me:
To s
elec
t ap
prop
riat
e m
easu
rem
ent
tool
s an
d ap
ply
mea
sure
men
ts i
n pr
acti
ce.
Form
er M
ajor
Obj
ecti
ve:
To g
ain
know
ledg
e an
d sk
ills
rela
ted
to i
mpe
rial
and
SI
met
ric
syst
ems
of m
easu
rem
ent,
mea
suri
ng d
evic
es,
and
test
ing
devi
ces.
(In
dust
rial
Art
s 7-
9:Co
re S
afet
y O
bjec
tive
in
All
Cur
ricu
la,
Man
itob
a Ed
ucat
ion:
198
3)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1.
Def
ine
mea
sure
men
t an
dth
e ne
ed f
or a
ccur
ate
mea
sure
men
t.
2.
Iden
tify
uni
ts a
nd u
sem
easu
rem
ent
for
prac
tica
l pu
rpos
e.
3.
Iden
tify
and
com
pare
the
unit
s in
im
peri
al v
s.m
etri
c. Sugg
este
d Le
arni
ng A
ctiv
ity
Iden
tify
sit
uati
ons
whe
rem
easu
rem
ent
is u
sed.
Sele
ct a
ppro
pria
tem
easu
rem
ent
tool
s to
mat
cha
task
. Proc
ess/
Proj
ect
Mea
sure
com
mon
obj
ects
wit
h m
easu
rem
ent
tool
s.
Dra
w s
impl
e tw
o-di
men
sion
al l
ayou
t.
1.
Dem
onst
rate
the
use
of
vari
ous
mea
suri
ngin
stru
men
ts.
2.
Appl
y m
easu
rem
ent
unit
san
d us
e to
ols
spec
ific
to
perf
orm
ing
a ta
sk,
e.g.
,
•Sc
ale
rule
r•
Tape
mea
sure
•
Mic
rom
eter
•Po
int
syst
em
3.
Iden
tify
cha
ract
eris
tics
of t
he m
easu
rem
ent
syst
em. Sugg
este
d Le
arni
ng A
ctiv
ity
Tran
sfer
mea
sure
men
tsfr
om d
raw
ing
to m
ater
ial.
Proc
ess/
Proj
ect
Dra
w t
hree
-dim
ensi
onal
layo
ut.
Cons
truc
t a
proj
ect
from
woo
d, p
aper
, or
met
al t
hat
invo
lves
tra
nsfe
rrin
gm
easu
rem
ents
usi
ngsp
ecif
ic t
ools
.
1.
Inte
rpre
t un
its
ofm
easu
rem
ent
from
var
ious
sour
ces
and
appl
y to
ata
sk.
2.
Man
ipul
ate
num
bers
in
the
mea
sure
men
t sy
stem
.
Sugg
este
d Le
arni
ng A
ctiv
ity
Read
and
int
erpr
et d
etai
led
proj
ect
plan
s su
ch a
sco
nstr
ucti
on w
orki
ng d
raw
ings
(blu
epri
nt).
Use
mea
sure
men
t to
ols
tom
easu
re a
rea
and
linea
r un
its.
Proc
ess/
Proj
ect
Read
and
int
erpr
etm
easu
rem
ents
fro
m a
pla
nan
d us
e ap
prop
riat
e to
ols
tola
y ou
t an
d m
easu
rem
ater
ials
nee
ded
for
cons
truc
tion
of
a w
ood,
pape
r, o
r m
etal
pro
ject
.
Crea
te p
lan
view
con
stru
ctio
ndr
awin
gs.
1.
Dec
ide,
sel
ect,
and
use
appr
opri
ate
mea
sure
-m
ent
unit
s an
d to
ols
inpe
rfor
min
g a
task
.
2.
Appl
y kn
owle
dge
orab
ility
to
man
ipul
ate
num
bers
in
the
mea
sure
men
t sy
stem
to
alte
r an
exi
stin
g pa
tter
npl
an. Su
gges
ted
Lear
ning
Act
ivit
yCr
eate
a p
lan
invo
lvin
gm
easu
rem
ents
.
Assi
gn u
nits
of
mea
sure
to
apr
ojec
t, o
r al
ter
plan
s fo
ran
exi
stin
g pr
ojec
t.
Use
mea
sure
men
t to
ols
tocr
eate
a b
ill o
f m
ater
ials
.
Proc
ess/
Proj
ect
Alte
r di
men
sion
s of
an
exis
ting
pla
n as
par
t of
the
cons
truc
tion
of
a pr
ojec
t.
Sele
ct a
nd u
se a
ppro
pria
tem
easu
rem
ent
and
layo
utto
ols
in t
he p
roce
ss.
Plan
/des
ign
a pr
ojec
t an
dap
ply
mea
sure
men
t sk
ills
duri
ng t
he d
evel
opm
ent
ofth
e pr
ojec
t.
•D
emon
stra
tion
•D
iscu
ssio
n•
Less
on O
verv
iew
s•
Did
acti
c Q
uest
ioni
ng
•Ex
plic
it T
each
ing
•Pr
oble
m S
olvi
ng
•Pr
oble
m S
olvi
ng•
Inqu
iry
and
Rese
arch
Proj
ects
•Pr
imar
y Re
sear
ch•
Obs
erva
tion
s
•Pr
ojec
t
•D
emon
stra
tion
s•
Proj
ects
•Q
uizz
es•
Test
s•
Rubr
ic
•Se
lf-a
sses
smen
t•
Chec
klis
t•
Rubr
ics
•Pe
er A
sses
smen
t•
Port
folio
•Re
view
of
Dra
fts/
Revi
sion
s•
Test
and
Exa
ms
•Se
lf-a
sses
smen
t•
Chec
klis
t•
Rubr
ics
•Pe
er A
sses
smen
t•
Port
folio
Indu
stri
al A
rts:
Com
preh
ensi
ve M
easu
rem
ent
Middle Years Home Economics/Industrial Arts Teacher Support Document
75
Gen
eral
Lea
rnin
g O
utco
me:
To p
erfo
rm t
asks
tha
t de
mon
stra
te a
pplic
atio
n of
the
des
ign
proc
ess
to a
pro
ject
.
Form
er M
ajor
Obj
ecti
ve:
To d
evel
op s
kills
in
and
to u
nder
stan
d th
e pr
inci
ples
of
plan
ning
and
des
ign,
and
to
appl
y th
ese
skill
s an
d pr
inci
ples
to
elec
tric
ity/
elec
tron
ics.
(In
dust
rial
Art
s 7-
9:Po
wer
and
Ene
rgy,
Sec
tion
5,
Plan
ning
and
Des
ign,
Man
itob
a Ed
ucat
ion:
198
3)
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Intr
oduc
tory
Spec
ific
Lea
rnin
gO
utco
me(
s)
Inte
rmed
iate
Spec
ific
Lea
rnin
gO
utco
me(
s)
Adv
ance
dSp
ecif
ic L
earn
ing
Out
com
e(s)
Sugg
este
dIn
stru
ctio
nal
App
roac
hes
Refe
r to
pag
es 4
9-54
Sugg
este
d A
sses
smen
tM
etho
ds/T
ools
Refe
r to
pag
es 5
5-56
1. I
dent
ify
and
expl
ain
the
step
s in
the
des
ign
proc
ess.
Sugg
este
d Le
arni
ng A
ctiv
ity
Prac
tise
bra
inst
orm
ing
stag
e of
the
des
ign
proc
ess.
Usi
ng a
n ex
isti
ngin
vent
ion,
ide
ntif
y th
est
eps
for
its
deve
lopm
ent.
Proc
ess/
Proj
ect
Repr
esen
t th
e st
eps
ofde
sign
ing
in a
usu
alpr
esen
tati
on c
hart
.
1. A
dapt
an
exis
ting
prod
uct
utili
zing
the
desi
gn p
roce
ss.
Sugg
este
d Le
arni
ng A
ctiv
ity
Chan
ge a
por
tion
of
anex
isti
ng d
esig
n.
Proc
ess/
Proj
ect
Inve
stig
ate
the
oppo
rtun
ity
to m
odif
y an
exis
ting
pro
duct
.
1. U
se t
he d
esig
n pr
oces
sin
a p
resc
ribe
d ac
tivi
ty.
Sugg
este
d Le
arni
ng A
ctiv
ity
Follo
w a
pre
scri
bed
acti
vity
tha
t em
ploy
s th
ede
sign
pro
cess
.
Proc
ess/
Proj
ect
Inve
nt a
new
pro
duct
and
build
a p
roto
type
.
1. A
pply
the
des
ign
proc
ess.
Sugg
este
d Le
arni
ng A
ctiv
ity
Usi
ng t
he d
esig
n pr
oces
s,cr
eate
a s
tude
nt-
init
iate
d ta
sk/p
roje
ct.
Proc
ess/
Proj
ect
Brai
nsto
rm i
n gr
oups
as
aw
ay o
f ga
ther
ing
idea
sfo
r po
ssib
le p
roje
ctco
ncep
ts.
Rese
arch
loc
alco
mm
unit
y fo
r po
ssib
lede
sign
con
side
rati
ons.
•M
odel
ling
•D
emon
stra
tion
•D
iscu
ssio
n•
Inte
ract
ive
Inst
ruct
ion
Stra
tegi
es,
pp.
53-5
4
•D
idac
tic
Que
stio
ning
•Pr
oble
m S
olvi
ng•
Essa
y an
d Re
port
•In
tera
ctiv
e In
stru
ctio
nSt
rate
gies
, pp
. 53
-54
•Br
ains
torm
ing
•Ji
gsaw
•G
uest
Spe
aker
s•
Inqu
iry
and
Rese
arch
•Pe
er E
diti
ng•
Inte
rvie
win
g•
Inte
ract
ive
Inst
ruct
ion
Stra
tegi
es,
pp.
53-5
4
•Ch
eckl
ists
•Se
lf-A
sses
smen
t•
Rubr
ics
•Pr
ojec
t•
Dem
onst
rati
ons
•Pr
esen
tati
ons
•Pe
er A
sses
smen
t•
Refl
ecti
onLo
gs/J
ourn
als
•Pr
ojec
t
Indu
stri
al A
rts:
Pla
nnin
g an
d D
esig
n
Middle Years Home Economics/Industrial Arts Teacher Support Document
77
Gen
eral
Lea
rnin
g O
utco
me:
Form
er M
ajor
Obj
ecti
ve:
Expl
orat
ory
Spec
ific
Lea
rnin
gO
utco
me(
s)
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