Strand: Sorting out
The Sorting Out stage of taking action requires that teachers and students plan and prepare for ways in which they envision themselves taking action. At this stage, teachers will foster the creation of systems for students to organize, analyze and communicate the information they have gathered. The learning community will set goals for plans of action and track their progress over time.
Sub-strand: Time Management Skills
PHASE 1-Students will be exposed to the concept of time and begin to understand the importance of starting and finishing times.
-Students will explore the use of a calendar and be exposed to plotting important dates to help remind them of events. |
PHASE 2-Students will begin to understand the importance of managing time and work to complete homework on time.
-Students will begin to use homework diaries or ‘To Do’ lists to complete activities. |
PHASE 3-With guidance, students will use a schedule to effectively manage their time to ensure homework is achieved according to given due dates.
-With guidance, students will use homework diaries or ‘To Do’ lists, to plan and complete activities. |
PHASE 4-Students will be able to independently choose from a variety of schedules or create their own personalized schedule to help manage their time appropriately.
-Students will independently and confidently use homework diaries or ‘To Do’ lists, to plan, carry out, and complete activities. |
Sub-strand: Organization Skills
PHASE 1-Students will be exposed to keeping their belongings tidy and organized.
-Students will be exposed to how to name or re-name files and folders. |
PHASE 2-Students will begin to build strategies to help keep their books, bags and belongings tidy, and organized.
-Students will begin to name their computer files and folders according to subject and topic. |
PHASE 3-Students will use some strategies, to keep their resources, books, bags, and belongings neat, tidy, and organized.
-Students will name their computer files and folders more clearly, and do their best to keep them in an organized manner. |
PHASE 4-Students will independently choose to implement a variety of strategies to keep their resources, books, bags, and belongings neat, tidy, and organized.
-Students will appropriately name their computer files and folders, and manage these in an organized manner. |
Sub-strand: Planning
PHASE 1-Students will be introduced to goal-setting and be able to set basic goals.
-Students will be exposed to the concept of learning as a process and the steps that are involved. -Students will explore agendas and how they are used. |
PHASE 2-Students will begin to use SMART, to be able to set appropriate goals.
-Students will begin to understand each stage of the inquiry process is and what it looks like. -Through modeling, students will develop a beginning understanding of the value of using an agenda to run class meetings. |
PHASE 3-With minimal guidance, students will independently use SMART to be able to set appropriate goals.
-With guidance, students will use a blank inquiry cycle to plan action. -Students will use already-created tools that help them follow through with their action (e.g. meeting agenda). |
PHASE 4-Students will be able to independently set goals that allow them to develop an action proposal.
-Students will be able to unroll their plan of action using the inquiry cycle model. -Students will be able to independently create and use tools that help them follow through with their action (e.g. meeting agenda). |
Sub-strand: Tracking
PHASE 1-Students will explore the use of journalling to share and describe feelings.
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PHASE 2-Students will begin to use a journal to document progress.
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PHASE 3-With guidance, students will document their action using an action journal.
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PHASE 4-Students will independently document their action using an action journal.
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