Topic: Nurturing and Care Giving

Prescribed Learning Outcomes:

Addressing Needs and Wants

It is expected that students will:

• give examples of ways in which needs and wants of individuals and families change over time

It is expected that students will:

• demonstrate an awareness of how growth and development at each stage of life can be nurtured
• propose ways to provide care giving and nurturing for others
• demonstrate behaviours that contribute to a safe environment for themselves and others

Overview

During the course, students developed scrapbooks in which they identified, recorded, and commented on a variety of activities and behaviours that were important to their well-being and contributed to the well-being of others. Evaluation was based on completed scrapbooks.

Planning for Assessment and Evaluation

• Students worked in groups to develop definitions of nurturing (e.g., what it would look like, sound like, feel like). They brainstormed examples of nurturing behaviours appropriate for infants, children, adolescents, adults, and the elderly. Then they shared their definitions and examples with other groups.
• The teacher explained that during the term, each student would be responsible for developing an "I Care for Myself and for Others" scrapbook. In their scrapbooks, they would explore, analyse, and demonstrate their increasing understanding and commitment to caring for and nurturing themselves and others. The scrapbooks would be private documents between the student and teacher. Students could decide whether they would share any of their entries with classmates.
• The teacher distributed scrapbooks, along with copies of the rating scale to be used for evaluation, and a list of prompts. Prompts included:
• Some of the things I do to care for myself and others are ________________ .
• I showed support for a friend, family member, classmate, or person in need when ________________ .
• Something new I've done that shows my understanding of how to nurture people at different ages or stages of development is ________________ .
• Things I have learned about myself and others this year are ________________ .
• In 6 months/3 years/5 years/10 years, I hope I ________________ .
• Students met in small groups to discuss the assignment, identify questions and concerns, and propose at least five additional topics. The teacher reassembled the class, responded to the questions, and compiled a list of additional topics suggested by the groups.
• Students could include a wide variety of written and visual entries (e.g., written comments, pictures, cartoons, quotations, poems, sketches, photographs, newspaper or magazine articles, postings from Internet chat groups) to describe themselves and explore their relationship to the topics proposed.
• Students created most of their scrapbook entries as homework­they were expected to include a minimum of 20 entries. At regular intervals students were given 15 to 20 minutes of class time to work on their scrapbooks. The teacher responded to questions, checked on their progress, and provided any support needed.
• Near the end of the course students worked on their scrapbooks for one class period and prepared their final entries. They included summaries, in any form, of how their scrapbooks demonstrated their personal growth and development and responsible self-care. On separate pieces of paper they also provided self-assessments, indicating which level of the rating scale best described their work, along with brief explanations.

Defining the Criteria

To what extent does the student demonstrate:

• awareness and understanding of needs, wants, growth, and development
• commitment to care-giving and nurturing attitudes and behaviours
• increasing understanding of development and nurturing
• an ability to synthesize insights (in the summary) about change and growth in their own care giving and nurturing
• commitment­scrapbook is complete and clearly organized, includes a variety of materials, and attempts to deal with some issues or topics in depth

Assessing and Evaluating Student Performance

The teacher used a rating scale to evaluate the scrapbooks. Students kept copies of the scale in their scrapbooks throughout the term and submitted self-evaluations. The teacher considered the self-evaluations in assigning grades and discussed with students any discrepancies between ratings.

Rating	Criteria
Outstanding	Insightful. Entries are complete and varied; may be unique in some way. Many entries are detailed and demonstrate some depth of analysis. Shows a clear understanding of key issues in growth and development, care giving, and nurturing and of how these can be enhanced. Evidence of personal growth is highlighted in an insightful summary.
Good	Thorough. Entries are complete and varied. Clear understanding of selected issues in growth, development, care giving, and nurturing. Includes some analysis. Summary reflects key themes or trends in the scrapbook.
Satisfactory	Competent. Entries are complete but are often repetitive, relying on a single format (e.g., cartoons). Shows general awareness of issues in growth, development, care giving, and nurturing. Tends to rely on presenting information rather than analysis. Some entries show commitment and insight; others may be vague. Summary may be somewhat superficial. Often includes little evidence of growth or change.
Developing	Inconsistent. Most of the required entries are included, but commitment to the project appears to waver. Some entries may be appropriate and detailed; others are extremely brief and may be inappropriate or irrelevant. Occasional evidence of developing insight, growth, or change. Summary may seem inconsistent with the rest of the scrapbook.
Requirements Not Met	No commitment to the project is evident. Entries are incomplete, inappropriate, or extremely brief.

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