ACGC Elementary Cycle Three

Transcription

Working document, prototype for Elementary Cycle Three, version of October 7, 2014
[Compulsory academic and career guidance content – Working version]
Supporting students’ guidance-oriented journey with academic and career guidance content
Introduction
To enable students to undertake and complete projects that develop their potential and help them integrate into society, compulsory learning content
takes advantage of the benefits of academic and career guidance. It takes into account the general needs of students and serves as an additional lever
to promote academic success and student retention.
As of September 2015, all Elementary Cycle Three students will be provided with structured support on an ongoing basis until Secondary V. For a
minimum of 5 to 10 hours per year, students will be encouraged to keep a record 1 of what they have learned in connection with self-knowledge,
knowledge of the world of work and the different types of training offered in the Québec education system.
This document presents the continuum of learning content selected. For each cycle, a table outlines the content, learning strategies and expected
learning outcomes. As well, examples are given of pedagogical approaches and learning tools.
Three focuses of development
in relation to learning strategies
1
According to Blanchard (2009), describing one’s successes, knowledge and abilities and making an inventory of them in a portfolio contributes to a sense of self-efficacy. This sense
of self-efficacy, when included in a student’s motivational profile, has a determining effect on academic performance (Bouffard et al., 2005) Translation.
Continuum of academic and career guidance content
From Elementary Cycle Three to the end of Secondary Cycle Two
Elementary Cycle Three
Secondary Cycle One
Secondary Cycle Two
World of school
Social
School
Self-knowledge
Identity
Beginning of the Cycle
o
o
End of the cycle
o Talents, qualities, skills and sense of
self-efficacy (SSE)
o Academic subjects and development
of personal skills
o Areas of interest / non-interest
o Personal profile: current picture
o Meaningful experiences and effects on
the self
o Career aspirations and the education
system
o Personal profile: summary
o Career plan in connection with
personal profile
o Choice and rationale
o Becoming aware of his/her
position in relation to others
o Social influences and effects
on the student and his/her
decisions
o Social roles: observation
o Opportunities for exploration in the
community and connections with
personal interests
o Self-perception and feedback
o Social roles: experimentation
o Tentative choice of sector of
professional activity: validation by a
trusted person
o Personal project or profile:
validation by family and friends
o His/her role as a student and
work methods
o Aptitudes, interests and
assets in situations of
transition (e.g.: transition
from elementary to
secondary school)
o Québec education system:
levels of education
o Characteristics of secondary
school
o Learning profile, academic
competencies and SSE
o Strategies for academic success
o Factors facilitating transition
o Validation of choice of path
o Academic and personal progress: selfregulation and link with personal
aspirations
o Academic performance: analysis and
self-regulation
o Life plan: setting realistic goals
o Québec education system: levels of
qualification
o Preparing to make academic choices
for Secondary Cycle Two: links with
interests and aptitudes
o Criteria for earning an SSD and
prerequisites for continuing one’s
education
o Education paths and learning profile
o Impact of choices on educational path
Interests and aptitudes
Values and effects on the
self
o
o
o
Life plan (personal, career, role
as a citizen): planning and links
with personal aspirations
Continuing one’s education:
possibilities
Decision-making: validation of
one’s choice (e.g.: “student for a day”
placements)
o
o
School-leaving report and
objectives for the following year
Preparation for transition
World of work
o Occupations of people he/she
knows
o Needs of the community and
work carried out by its
members
o Parallels between the world
of work and the role and
responsibilities of the student
o Sectors of professional activity
o Sectors of activity and areas of
interest
o Issues in the world of work
o Favourite school subjects and links
with the world of work
o
Specific characteristics of work (e.g.: non-
o
Alternative academic and
occupational choices
o
World of work: frameworks and
regulations (e.g.: standards,
traditional occupations)
o
Commitment and career development
(e.g.: volunteering, work experiences)
o Sectors of interest: extracurricular
exploration of trades and professions
o Occupational preferences: rationale with
personal profile
occupational health and safety)
o
Curriculum vitae and job search
process
o
Personal perceptions and the
reality of the world of work (e.g.:
opportunities to meet workers,
practicums)
Version of October 7, 2014
Relationship of content and strategies
Academic and career guidance content falls into three focuses of knowledge: self-knowledge, knowledge of the world of school and knowledge of the
world of work. In order to make learning progress in these areas, students must use strategies. For this reason, learning content and learning
strategies are linked. The strategies, which are based on a simplified reference framework, have the advantage of being transferable and can be used
in any subject by teachers and by other educators who provide students with guidance support (e.g.: spiritual care and guidance and community
involvement animators, guidance counsellors and special education technicians).
Regardless of the methods or tools used with the learning content, the learning strategy stays the same because it is geared to the task at hand and
targets a specific objective. It represents cognitive behaviour that will enable the student to draw on his or her intellectual resources in a given
context. Appendix 1 provides more information on each of the strategies.
Learning strategy: A definition
“In the school setting, a learning strategy is a set of metacognitive or cognitive actions used in a learning situation in which students perform a task or
learning activity for the purpose of carrying out operations on knowledge according to specific objectives.” (Translation, Bégin, 2008)
Comment [M1]: Dans l’encadré,
veuillez écrire le mot «strategy» au pluriel :
strategies
Taxonomy of learning strategy
(Bégin, 2008)
Metacognitive strategies
Anticipate
Self -regulate
Cognitive strategies
Processing
Executive
Select
Evaluate
Elementary Cycle Three: Background and issues
As an extension of what they have learned about themselves in recent years, the students begin to grasp the various components of their personal identity: their
talents, qualities, strengths, capacities and areas of interest. They learn to expand their world view and school becomes the ideal place to begin to explore certain
roles and occupations in the world of work, either through school projects, entrepreneurial projects or extracurricular activities.
To prepare elementary school students for their transition to the secondary level, the school should help them to develop self-esteem and a sense of self-efficacy
along with an interest in academic subjects. By the end of Cycle Three, students must make an academic decision, i.e. choose their secondary school.
Focus 1) Self-knowledge
CONTENT
I
D
E
N
T
I
T
Y
A
S
P
E
C
T
LEARNING
STRATEGIES
EXAMPLES OF PEDAGOGICIAL APPROCHES
EXAMPLES OF TOOLS
□ Interests and
aptitudes
 Compare
 English Language Arts: To write self-expressive, narrative and information-

□ Values and effects
on the self
 Translate
based texts (C-2). Use writing to create a self-portrait in terms of interests
and aptitudes and become aware of an aspect of his/her identity.
List of areas of interest
and aptitudes, SAÉ-O de
la CSDGS, biographical
texts, portfolio, journal
(See Comtois, 2007)
 ERC: Engages in dialogue (C-3). Interacts with others by examining his/her
values and discussing how they affect his/her thinking, actions and the
construction of his/her self-image. (See Pronovost, 2007).
 Activity « Le troc des
valeurs »
EXPECTED STUDENT LEARNING OUTCOMES
 Describe himself/herself, referring to areas of interest and aptitudes
 Identify two or three values that guide his/her behaviour and provide examples
 Keep a record of the main elements identified
CONTENT
LEARNING
STRATEGIES
EXAMPLES OF TOOLS
 Produce
 Visual Arts: To produce individual works in the visual arts (C-1). Develop
 Sociogram as a source
S
O
C
□ Awareness of
his/her position in
relation to others
creative ideas intended to show his/her position in relation to family, class
and community.
of inspiration for the
creative process
I
A
L
□ Social influences
and effects on the
student and his/her
decisions
 Develop
 Physical Education and Health: To perform movement skills in different
physical activity settings (C-1). Perform appropriate movement skills in a
specific situation (e.g.: development of an argument regarding an opposing
team’s non-observance of the rules) and discuss them in a group in order to
 Chart reflecting the
decision-making
process
understand the decision-making process and the factors that influence it.
A
S
P
E
C
t
 Situate his/her position within the family, the class or the community
 Target situations in which his/her attitudes and behaviour are influenced by others and situations in which he/she has a certain influence over others
CONTENT
S
C
H
O
O
L
A
S
P
E
C
T
□ His/her role as a
student and work
methods
□ Aptitudes, interests
and assets in
situations of
transition (e.g.:
transition from
elementary to
secondary)
LEARNING
STRATEGIES
EXAMPLES OF TOOLS
 Self-regulate
 Brainstorming on effective work methods at school; identification of his/her
 Inventory of work
current methods and methods to be developed. Application of learning: the
student chooses a work method that he/she has improved upon and makes a
personal certificate of excellence to submit to classmates for approval.
 Compare
 Interdisciplinary Possibilities:
Geography, History and Citizenship Education: To be open to the diversity of
societies and their territories (C-3). Perceive the main similarities and
differences between his/her elementary school and elementary schools in
other countries.
English Language Arts: Write a text comparing and contrasting the
characteristics of elementary school with the characteristics of the secondary
school that he/she will attend the following year, and identify personal assets
that will help him/her to manage the transition.
methods
 Diagram of the school,
list of services offered
and the school’s
partners, Ensuring a
Smooth Transition From
Elementary to Secondary
School, MELS, 2012
 Select some personal strengths and a personal challenge in connection with his/her work methods
 Identify personal characteristics that will be useful in preparing for the transition from elementary to secondary school (e.g.: organizational skills,
resourcefulness, interest in sports, etc.)
Focus 2) Knowledge of the world of school
CONTENT
LEARNING
STRATEGIES
EXAMPLES OF TOOLS
□ Québec education
system and levels of
education
 Organize
 English Language Arts: To write self-expressive, narrative and information-
 Posters of the education
□ Characteristics of
 Anticipate
based texts (C-2). Use the main elements identified under self-knowledge
to look into the future via the statement “I dream of becoming a . . .” and
situate his/her dream in relation to the education system.
secondary school
 Use his/her self-knowledge, such as areas of interest, as a basis for
discussing his/her choice of school with a trusted person (e.g.: teacher,
family member). Make a list of advantages and disadvantages for each
option in order to come up with hypotheses and consider the requirements
or his/her needs, etc., for the purpose of facilitating his/her decision.
system, word-association
games, information guides,
the Internet, etc.
 Steps in the decisionmaking process, parentstudent workshops held in
partnership with the
guidance counsellor, etc.
 Distinguish the different levels in the Québec education system (elementary, secondary, vocational training, college, university, other types of training)
 Complete the application procedure for a secondary school
Focus 3) Knowledge of the world of work
CONTENT
LEARNING
STRATEGIES
EXAMPLES OF TOOLS
□ Occupations of
people he/she
knows

 Discuss the realities of the job market with people in
 Interview sheet, career choice guides, Trouver qui je
□ Needs of the
community and
work
accomplished by
its members
 Select
□ Job-related
responsibilities
vs. role and
responsibilities of
the student
 Compare
Deconstruct
his/her family, school or living environment to learn
about their occupations and work (requirements,
skills, nature of the job, work environment, tools,
materials used, etc.) Classify work by sectors of
activity.
 Invite workers and entrepreneurs in the community to
talk to the class about their occupations (e.g.: nature
and requirements of social roles and usefulness in the
community, way of life, the workplace, working
conditions).
 Draw up a profile of the requirements,
responsibilities and tasks of an occupation and
compare it with the role and responsibilities of being
a student.
 Name the jobs of people he/she knows and related sectors of activity
 Describe an occupation and its usefulness in the community
 Make analogies between the world of work and the role of the student
suis! activity (CS des Laurentides)
 Un entrepreneur dans ma classe!
http://www.jeunes.gouv.qc.ca/documentation/outils/brochu
res-guides/entrepreneur-classe.asp

Classroom and school rules, the cross-curricular
competency To adopt effective work methods, job
description, etc.
[Comparable English-language materials to be
determined]
Appendix
Table 1
TAXONOMY OF METACOGNITIVE STRATEGIES (Translation, Bégin, 2008)
Strategies
Actions, techniques or procedures
Anticipate: try to predict or to consider knowledge,
procedures, actions or situations that might come up
or that would be useful in tasks or situations.
Consider the resources required under certain
conditions or in situations that may arise.
 Identify prior learning that may be useful in relation to future conditions or situations
 Consider requirements or needs in terms of future possibilities
 Imagine possible future situations or events
 Plan
 Hypothesize
Self-regulate: monitor his/her own mechanisms and
ways of functioning in order to adapt his/her taskrelated behaviour and knowledge to his/her ways of
doing things. Self-regulation consists in adapting
one’s own behaviour by making the most effective
and profitable use of personal and environmental
resources. This involves improvement or adaptation
with respect to situations and events and a
continuous process of adaptation based on available
knowledge and resources.
 Observe himself/herself: be aware of the mechanisms, procedures and knowledge used and the
situations or tasks involved
 Control: progressively analyze the characteristics and value of activities undertaken in terms of the
requirements of the activities, the means selected and the results obtained
 Judge: make connections between targeted objectives and the perceived effectiveness of the resources
mobilized or the accuracy of the metacognitive knowledge used in selecting the resources
 Adapt: adapt resources or metacognitive knowledge based on results or conditions observed in relation
to targeted outcomes or objectives
 Become informed: gather or research information pertaining to tasks, situations and conditions for
using knowledge according to the needs, requirements and objectives targeted
Table 2
TAXONOMY OF COGNITIVE PROCESSING STRATEGIES
Strategies
(Translation, Bégin, 2008)
Select: using different means and according to predetermined or
spontaneous criteria, research and identify relevant or useful information.
- Note down
- Underline
- Highlight
- Frame
- Write
- Say, tell, etc.
Repeat: frequently reproduce information by the same action or
procedure, or by a combination of different actions or procedures.
- Say aloud several times
- Say in his/her head several times
- Rewrite several times
- Reread several times
- Review
Deconstruct: take apart, or separate from the whole, elements that have
their own characteristics, or that are complete units unto themselves.
- Separate into small parts
- Identify components, characteristics
- Take apart or separate into multiple steps or procedures, etc.
Compare: look for elements or characteristics that establish connections or
relationships between items of information.
Develop: transform or elaborate on information so that its main
characteristics or components are reflected or expressed in different ways.
Organize: put together information or knowledge according to
characteristics or features that identify or increase its meaning or
significance.
- Look for differences
- Look for similarities
- Look for relationships of size (larger, smaller, equal, etc.)
- Look for relationships of importance
- Look for relationships of order or sequence, etc.
- Paraphrase
- Formulate examples
- Make analogies, etc.
- Create or use mnemonics
- Create diagrams
- Create charts or tables
- Group together by characteristics
- Group together by categories or sets, etc.
Table 3
TAXONOMY OF COGNITIVE EXECITIVE STRATEGIES
(Translation, Bégin, 2008)
Strategies
Evaluate:* take a critical look at knowledge for the
purpose of making a choice or determining its
accuracy or value.
- Determine the value of elements
- Compare relationships
- Estimate
- Identify relative importance, etc.
Verify: ensure the quality or consistency of
information or knowledge produced based on criteria
or external requirements.
- Identify the characteristics or attributes of available information or knowledge
- Confirm the presence or absence of elements targeted in connection with predetermined objectives or
criteria, etc.
Produce: express in a concrete manner knowledge
deemed to be relevant.
Translate (into comprehensible form): transform
knowledge into another form to make it more explicit
or better adapted to a situation or to clarify its
meaning in a given context.
- Write
- Say aloud
- Draw, etc.
- Transform something into its complementary form (a figure into a word or vice versa, a symbol into
words, etc.)
- Develop something in the same form, making it more explicit or more symbolic
- Adapt production according to predetermined criteria
*With respect to the strategy Self-regulate, the cognitive executive strategy Evaluate is distinguished from the action Judge in that the strategy Evaluate is not geared to obtaining greater knowledge of one’s own
cognitive processes or functioning. The action Judge is aimed at estimating or identifying a value or relationships external to the learner’s self-reflection and knowledge.
REFERENCES
Bandura, Albert, Nancy E. Betz, Steven D. Brown, Robert W. Lent, and F. Pajares. 2009. Les adolescents: Leur sentiment d’efficacité personnelle et leur choix de
carrière. Translated into French by Anne-Marie Mesa. Sainte-Foy, QC: Septembre éditeur.
Bégin, Christian. 2008. “Les stratégies d’apprentissage: Un cadre de référence simplifié.” Revue des sciences de l’éducation, vol. 34, no. 1: 47-67.
Blanchard, Serge. 2009. “Sentiments d’efficacité personnelle et orientation scolaire et professionnelle.” L’orientation scolaire et professionnelle, vol. 38, no. 4.
Bouffard, Thérèse, Monique Brodeur, and Carole Vezeau. 2005. Les stratégies de motivation des enseignants et leurs relations avec le profil motivationnel d’élèves
du primaire (research report). “La motivation des élèves au primaire: Un élément essentiel de la réussite scolaire” (research findings). Montréal: Université du
Québec à Montréal.
Brochu, Danny, and Brigitte Gagnon. 2010. L’approche orientante au primaire et au secondaire: Un pont entre la pédagogie et l’orientation. Montréal: Éditions
Chenelière Éducation.
Centre interuniversitaire de recherche sur la science et la technologie (CIRST). September 2010. “L’influence des aspirations scolaires sur l’accès aux études
postsecondaires.” Projet Trans~itions, Université du Québec à Montréal, capsule 5, note 5.
Comtois, Manon. 2007. Le portfolio orientant. Éditions Chenelière Éducation.
La Borderie, René. 1991. Le métier d’élève. Hachette éducation.
Ordre des conseillers et conseillères d’orientation du Québec. 2013. Guide de pratique: Orientation en formation générale des jeunes.
Perrenoud, Philippe. 2004. Métier d’élève et sens du travail scolaire. 5th ed. Paris: ESF.
PREL (Partenaires de la réussite éducative des jeunes dans les Laurentides). 2007. Mon enfant. . . son avenir: Guide d’accompagnement pour soutenir votre enfant
dans sa démarche de choix de carrière.
Pronovost, Gilles. 2007. L’univers du temps libre et des valeurs chez les jeunes. Montréal: Presses de l’Université du Québec.
Québec. Ministère de l’Éducation. 2001. Québec Education Program: Preschool Education, Elementary Education. Québec: Gouvernement du Québec.
———. Ministère de l’Éducation. 2004. Québec Education Program: Secondary Cycle One. Québec: Gouvernement du Québec.
———. Ministère de l’Éducation, du Loisir et du Sport. 2007. Motivation, soutien et évaluation: Les clés de la réussite des élèves. Programme de recherche sur la
persévérance et la réussite scolaires. Available in English as Motivation, Support and Evaluation: Keys to Student Success; Research Program on Student Retention
and Academic Success. Québec: Gouvernement du Québec.
———. Ministère de l’Éducation, du Loisir et du Sport. 2007. Québec Education Program: Secondary Cycle Two. General Education Path. Applied General Education
Path. Québec: Gouvernement du Québec.
———. Ministère de l’Éducation, du Loisir et du Sport.2009. Coup de pouce à la réussite ! Des pistes d’action pour la persévérance et la réussite scolaires au
secondaire, Québec. Available in English as Giving a Boost to Success! Recommendations to Promote Student Retention and Academic Success in Secondary
Schools. Québec: Gouvernement du Québec.
———. Ministère de l’Éducation, du Loisir et du Sport. 2012. Guide pour soutenir une transition scolaire de qualité vers le secondaire. Québec. Available in English
as Ensuring a Smooth Transition From Elementary to Secondary School. Québec: Gouvernement du Québec.
FURTHER READING
Adams, Gerald R., and Susan Palijan. 2004. “The ‘Identity-Education’ Link: Six Themes in an Educational Setting that Influence Adolescent Identity Development and
Well-Being.” In Educating Adolescents: Challenges and Strategies, edited by Tim Urdan and Frank Pajares, 237-253. Charlotte, NC: Information Age Publishing.

ACGC Elementary Cycle Three

Transcription

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