1. Learning Skills and Work Habits September 19, 2011

2. Learning Skills and Work Habits Clip ◦http://www.youtube.com/watch?v=I9LLZJFBW dc&safety_mode=true&persist_safety_mode=1 &safe=activehttp://www.youtube.com/watch?v=I9LLZJFBW dc&safety_mode=true&persist_safety_mode=1 &safe=active

3. Learning Skills and Work Habits Responsibility Organization Independent work Collaboration Initiative Self-regulation The Ontario Ministry of Education has drawn on its research, as well as on findings from Human Resources and Skills Development Canada (HRSDC) and the Conference Board of Canada’s list of employability skills. The above habits and skills also support the Ontario Skills Passport (OSP).

4. Learning Skills and Work Habits Context: The development of learning skills and work habits is an integral part of a student’s learning. Students develop and consolidate these skills with the support of their parents and teachers. By separating learning skills and work habits from the achievement of the curriculum expectations, the teacher is able to provide information to the parent that is specific to each of the two areas.

5. Learning Skills and Work Habits It is expected that teachers will work with students to help them develop the learning skills and work habits identified in the table on page 11 of Growing Success. For each of the skills and habits, the table provides examples of associated behaviours, which are designed to guide teachers in the instruction, assessment, and evaluation of the learning skills and work habits. The sample behaviours are intended to assist but not restrict teachers in their efforts to help students become effective learners, and will look different at the various grade levels. Growing Success, p. 10

6. Learning Skills and Work Habits Learning skills are determined through ongoing assessment of student behaviours. The report card should reflect the time period in which the skills are being developed, strengthened, and recorded. Based on daily interactions with students, teachers describe the skills which are demonstrated most consistently and most recently.

7. Learning Skills and Work Habits In the Learning Skills section, the teacher comments on strengths and next steps for improvement. Teachers may include a concrete example to elaborate on the student’s demonstration of the learning skills. Comments are precise and personalized and should only reflect the current reporting period. Comments also encourage students to set goals for learning and assist parents in supporting learning at home.

8. Learning Skills and Work Habits Parent Resource: Why is more prominence and emphasis being given to learning skills and work habits? ◦Research shows students need to learn more than just facts if they want to succeed in postsecondary education and the world of work. ◦Ontario’s students are also learning to take initiative, work independently, be self-reliant and work in a team. Schools are teaching critical thinking and problem solving skills in order to give your child the ability to seize every opportunity for jobs and growth in the new knowledge economy.

9. BIPSA & SIPSA SMAR T Goal Learning Skill / Work Habit Measureme nt November 2010 (El. Progress Report & Sec. Sem. 1 Midterm) February 2011 (El. Report 1 & Sec. Sem. 1 Final) June 2011 (El. Report 2 & Sec. Sem. 2 Final) Target for 2011 BIPSA Pathways Collaboratio n % at G or E % at N 73% 7% 73% 7% 74% 8% 75% 2% Initiative % at G or E % at N 65% 12% 65% 12% 65% 13% 70% 5% Community, Culture and Caring Responsibili ty % at G or E % at N 66% 13% 67% 12% 66% 13% 72% 7% Self- Regulation % at G or E % at N 63% 14% 63% 13% 64% 13% 69% 7% BIPSA Monitoring Pathways and Community, Culture and Caring, K-12

12. Learning Skills and Work Habits Talk time: How do we improve students’ LSWH?

13. Learning Skills and Work Habits

15. Activity Teachers work collaboratively to brainstorm ideas/ experiences related to one or more of the following questions: How will we work with students to help them develop the six learning skills and work habits? How could these new learning skills and work habits contribute to a safer, more respectful, and fully inclusive learning environment? How are students involved in the creation of the success criteria related to the learning skills and work habits? How do we currently instruct, assess, and evaluate learning skills? ◦How much evidence do we collect? ◦How often? ◦How is the evidence documented (e.g., teacher, student)? What other strategies might we consider? How might we use the sample behaviours (Growing Success p. 11)?

16. Learning Skills and Work Habits Teachers will indicate achievement for all 6 learning skills and work habits on each elementary report. Teachers will use professional judgement to determine which skills and habits as well as how many, they will comment on. Possible discussion items:  How do we determine which skills and habits we will focus on?  Is equal time over the year, given to all 6?  If a student continues to achieve an ‘N’ in one or two particular skills/habits, do I only comment on these?

17. Learning Skills and Work Habits Ministry resource: ◦Self-regulation Sample Look-fors HPEDSB Website: