Communications 11

Self and Society
(Working Together)

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

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate understanding of the differences between working collaboratively and working independently on presentations
• use appropriate criteria to evaluate group processes and individual contributions
• demonstrate respect for others’ viewpoints when working collaboratively

To view the prescribed learning outcomes for Self and Society (Working Together) in grade 12 click below.

Suggested Instructional Strategies

• Assign students to groups in which they will work for a period of time (e.g., editing groups). Have each group work collaboratively to reach consensus on the following:
  • group name
  • group motto
  • group logo or icon
  • group cheer
  • one thing that all group members have in common

  Have each group put its group-identity items on a chart to be shown to the class.

• Introduce students to standard meeting etiquette and procedure, including recording minutes. Then have them work in groups to brainstorm a business they would like to operate and convene a meeting to determine the job descriptions of each business partner. Ask students to decide what has to be done first and then divide the tasks, set timelines, and decide on a method for dealing with conflict. Have each group prepare the minutes of the meeting and present them to the class. As a class, discuss what worked well in the meetings and what caused problems.

Suggested Assessment Strategies

• When students create charts of group-identity items, have them do peer and self-evaluations of their work, checking for:
  • neatness and visual appeal
  • completeness
  • unity
  • effective use of colour
  • effective use of language

  Ensure that all students in the group have contributed to the chart.

• Work with students to formulate a set of guidelines for group work. These can become the basis for a checklist or rating scale for self-, peer, or teacher assessment. Guidelines might cover topics such as:
  • taking turns
  • using polite language
  • taking roles such as chair or recorder
  • contributing ideas
  • reporting to the class

  When students complete a group activity, provide time for them to review the guidelines and identify where the group process could have been improved.

• When students prepare a set of minutes, check that they are accurate, concise, complete, and properly formatted. Look for evidence that students have included:
  • the date, place, and time of the meeting
  • attendees and absentees
  • main points of discussion
  • decisions reached
  • those responsible for action

Recommended Learning Resources

Print Material

• The Communications Handbook
• Reading and Writing for Success

Multimedia

• Breakthroughs

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Maintained by: English Language Arts Coordinator

Revised: March 5, 1999

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