BC Education - Grade 4 Planning Process

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Grade 4
The Planning Process

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:

analyse changes in personal dreams and goals
use a goal-setting process to set short-term, long-term, and group goals
explain how various factors influence personal and group goal achievement
explain and apply the concepts of time management and planning
relate the support services available in the school and community to personal needs
apply problem-solving models to a variety of situations

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

SUGGESTED INSTRUCTIONAL STRATEGIES

At the beginning of the school year, have students identify personal dreams and goals. Later, have them repeat the exercise and identify changes. Have them create Venn diagrams illustrating commonalities and differences. Ask them to use a "think, pair, share" approach to explain reasons for changes (e.g., developments at home or school).
Involve students in establishing goals for student-led conferences. Have students plan and carry out the conferences.
Make cards identifying various factors or events that might affect goal achievement (e.g., parents help with homework, new baby in the family, student breaks an arm). Have students group these according to whether they help or hinder achievement of particular goals.
Have each student develop a matrix chart of their daily and weekly activities. Have them assess their use of time by asking themselves:

What did I do?

Have I planned my time and my priorities to meet my goals?

How can I improve my time management?

Ask students to use student planners to identify goals, develop action plans, and reflect on their progress.
Have students draw maps showing the locations of school and community services that support their personal interests and needs.
Create a role play or simulation in which students can practise using problem-solving skills. Scenarios could include resolving arguments over use of facilities or dealing with peer pressure.

SUGGESTED ASSESSMENT STRATEGIES

After students have created Venn diagrams showing the commonalities and differences between past and present dreams and goals, have them work in pairs to share their diagrams. Look for students’ abilities to:

note similarities and differences

identify the changes that have occurred

propose reasons for changes in their dreams and goals

When students participate in simulations dealing with problem solving, look for evidence that they have used a process such as the following:

identify the problem

decide who "owns" the problem

identify possible and realistic solutions

consider consequences of each solution

choose one solution

act on this choice