This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• gather the information required to initiate the development of their Student Learning Plans
• identify changes in personal attributes, interests, talents, and values and update their personal skills inventories
• set short- and long-term educational, career, and personal goals
• identify strategies for attaining their short- and long-term goals
• identify effective study skills and time-management techniques
• evaluate the achievement of their short- and long-term goals
• revise their goals as necessary in response to change

To view the prescribed learning outcomes for Planning Process in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students establish and maintain personal portfolios (including paper or electronic artifacts) in preparation for their Grade 9 Student Learning Plans.
• Ask students to develop timelines representing achievements in their lives and identify the skills and strengths related to these. Ask them to refer to the personal profiles they developed in Grade 7 and identify changes in abilities, interests, or goals.
• Encourage students to write letters to themselves, describing their current interests, activities, plans, and goals. Have them seal the letters in self-addressed envelopes. Store these in a secure place. At a future date (e.g., one month later, six months later), redistribute the letters to their owners and allow time for students to reflect on their earlier comments. Students who wish to do so may share with the class their insights into the changes they find.
• As a class, create a flow chart showing alternative strategies for achieving a sample goal. Use the process to identify factors to consider when developing a strategy, including:
  • potential barriers
  • advantages and disadvantages associated with particular courses of action
  • sources of additional information
  • consequences (both positive and negative) associated with both achievement and non-achievement of the goal Have each student apply the same flow-charting process to develop a strategy for achieving a personal goal.
• Suggest that students examine the features of various tools designed to facilitate planning, scheduling, or tracking (e.g., software, electronic organizers, day-timers) and prepare reviews of each product.
• Familiarize students with various study skills and time-management techniques (e.g., for enhancing memory and attention, organizing space, scheduling and setting priorities, controlling interruptions). Have each student apply several of these to achieve a short-term educational goal.

• Have students each identify a skill he or she has already acquired (e.g., playing a game or instrument, reading, swimming). Ask students to reflect on how they supported their own learning and how others supported them as they acquired these skills. Provide the following sentence stems:
  • I helped myself learn by __________.
  • Others helped me learn by __________. Suggest that students follow the same process of reflection after they have acquired new skills as a result of goals they set during the year.
• When reviewing personal profile portfolios students have established in preparation for developing their Student Learning Plans, look for evidence that they are able to compile their academic records and to identify:
  • interests and values
  • current skills and accomplishments
  • personal qualities and working and learning styles
  • people and other resources that can provide support
  • community experience or work (e.g., baby-sitting)
• To help students set meaningful goals, ask them to reflect on things they have always been interested in but have never really pursued. Have them complete the following:
  • Some reasons why I haven't pursued it yet are __________.
  • Three things I could do to pursue this interest are __________.
• After students have examined various tools designed to facilitate planning, scheduling, or tracking and have each tried one planning tool for a period of time, ask them to reflect on the effectiveness of the tools they chose by completing the following sentence stems:
  • This planning tool has helped me by __________.
  • The thing I like best about this method of planning is __________.
  • Something I would like to change about this planning tool is __________.
  • If I wanted to try another planning tool, I think I would choose __________ because __________.

• B.C. Life Skills
• Heart Beats
• Decision Deck
• Who I Am and Who I Want To Be
• Open Doors: A Gender Equity Instruction Kit - Unit 5
• 10,000 Hats
• Advanced Skills for School Success
• Accelerate Your Learning

Previous Page Next Page