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Middle YearsHome Economics/Industrial ArtsLinking LearningTo Living

A Support Documentfor Teachers

MIDDLE YEARSHOME ECONOMICS/INDUSTRIAL ARTS:

LINKING LEARNING TO LIVING

A Support Documentfor Teachers

2003Manitoba Education and Youth

Manitoba Education and Youth Cataloguing in Publication Data

607.1 Middle years home economics / industrial arts : linkinglearning to living : a support document forteachers

Includes bibliographical references.ISBN 0-7711-2439-2

1. Home economics—Study and teaching(Secondary)—Manitoba. 2. Home economics—Studyand teaching (Elementary)—Manitoba. 3. Industrial arts—Study and teaching (Secondary)—Manitoba. 4. Industrialarts—Study and teaching (Elementary)—Manitoba.I. Manitoba. Manitoba Education and Youth.

Copyright © 2003, the Crown in Right of Manitoba as represented by the Minister ofEducation and Youth. Manitoba Education and Youth, School Programs Division, 1970Ness Avenue, Winnipeg, Manitoba R3J 0Y9.

Every effort has been made to acknowledge original sources and to comply with copyrightlaw. If cases are identified where this has not been done, please inform ManitobaEducation and Youth. Errors or omissions will be corrected in a future edition.

ACKNOWLEDGEMENTSManitoba Education and Youth gratefully acknowledges the contributions of the followingindividuals in the development of Middle Years Home Economics/Industrial Arts: LinkingLearning to Living: A Support Document for Teachers.

WriterSusan Wersch West Kildonan Collegiate Seven Oaks S.D.

Members of the Support Document CommitteeMark Blieske Lockport School Lord Selkirk S.D.

Doug Cameron Glenlawn Collegiate Louis Riel S.D.

Peter Fuller Sisler High School Winnipeg S.D.

Cathie Starkell Arthur Day Middle School River East-Transcona S.D.

Kris Stefansson École Leila North Seven Oaks S.D.Middle School

Manitoba Education and Youth StaffLee-Ila Bothe Coordinator Production Support Unit

Program Development Branch

Lynn Harrison Desktop Publisher Production Support UnitProgram Development Branch

Joyce MacMartin Project Manager Program and Policy Services UnitProgram Development Branch

Ken Nimchuk Project Leader Program and Policy Services UnitProgram Development Branch

Jan Oakley Publications Editor Production Support UnitProgram Development Branch

Middle Years Home Economics/Industrial Arts Teacher Support Document

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CONTENTSPreface 1

Purpose 1Goals of This Support Document 1

Linking Learning to Living: Rationale of HomeEconomics/Industrial Arts Education 3

Active-Interactive Learning 5Balancing Work and Home Life 6Employability Skills, Essential Skills, and Career Development Skills 9

Linking Middle Years to Learning 13Fundamentals of the Home Economics/Industrial Arts Support Document 15Characteristics of the Middle Years Learner and Instructional Implications 16

Impacts on Learning 18Classroom Climate and Learning 18Motivation, Achievement, and Learning 18Talking and Learning 20Emotional/Physical Security and Learning 20Cultural Diversity and Learning 22

Ways of Learning 23Learning Styles 23Thinking Styles 24Multiple Intelligences 24

Home Economics/Industrial Arts Rationales and WebsiteResource Listings 27

Home Economics Education 29Clothing and Textiles 29Food and Nutrition 31Human Development 34


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Industrial Arts Education 38Graphic Communications 38Power/Energy 40Manufacturing 42Construction 45

How to Link Learning to Living 47Instructional Approaches 49Glossary of Instructional Approaches 50

Direct Instruction 50Indirect Instruction 51Experiential Learning 52Independent Study 53Interactive Instruction 53

Evaluation and Assessment 55Assessment Types and Purposes 55Characteristics of Effective Assessment 56Assessment, Feedback, and Learning 56Glossary of Assessment Tools and Methods 57

Checklists 57Anecdotal Comments and Records 57Reviews of Drafts and Revisions 57Rubrics and Marking Scales 57Reflection Logs/Journals 57Self-Assessment Instruments 57Peer-Assessment Instruments 57Written Assignments/Essays 57Demonstrations/Presentations 57Projects 57Portfolios 58Journaling or Notebooking 58Tests and Exams 58Quizzes 58


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Rewriting Objectives to Learning Outcomes 59Why Learning Outcomes? 61What Are Learning Outcomes? 61What Are General Learning Outcomes (GLOs)? 61What Are Specific Learning Outcomes (SLOs)? 61What Are the Characteristics of Good Learning Outcomes? 61What Is the Importance of Action Verbs? 62Writing Learning Outcomes 64Home Economics/Industrial Arts: Rewriting Objectives

to Learning Outcomes Samples 64Tips for Rewriting Objectives to Learning Outcomes 65

Home Economics/Industrial Arts Learning OutcomesSamples 67

Learning Outcomes Samples 69Home Economics: Food and Nutrition 70Home Economics: Human Development 71Home Economics: Clothing and Textiles 72Industrial Arts: Comprehensive Safety 73Industrial Arts: Comprehensive Measurement 74Industrial Arts: Planning and Design 75Blank Learning Outcome Templates 77

References 81


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PREFACEPurposeHome Economics/Industrial Arts education studies is recognizedcurricula from Kindergarten to secondary levels in schoolsthroughout the world. In Canada, these curricula have a heritagethat began at Confederation. The ability of Home Economics/Industrial Arts programming to enhance the basic quality of life hashelped these subject areas gain wide acceptance across Manitoba.The purpose of this renewal document is to reshape and restructurethe current Home Economics and Industrial Arts programming toreflect best practice to better meet the needs of the Middle Yearsstudent.

Goals of This Support DocumentThe goals of the Home Economics/Industrial Arts support documentare to• provide conceptual and contextual information on the importance

of Home Economics and Industrial Arts programs and the learningneeds of Middle Years students

• provide a glossary of renewed instructional approaches andassessment tools/methods

• provide guidelines/resources on how to rewrite existing HomeEconomics/Industrial Arts curricula objectives as specific andgeneral learning outcomes

Current Curricula Manitoba Education and Youth

Curricula Year ofPublication

Home Economics 7-9: Clothing and TextilesHome Economics 7-9: Food and NutritionHome Economics 7-9: Human DevelopmentIndustrial Arts 7-9: Graphic CommunicationsIndustrial Arts 7-9: Power/Energy Industrial Arts 7-9: Manufacturing Industrial Arts 7-9: Construction

1982198219821983198319841984


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• provide samples of how to rewrite objectives as general learningoutcomes and implement current instructional approaches andassessment tools/methods

Teachers are encouraged to adapt the instructional approaches andassessment tools/methods. These approaches and methods giveteachers flexibility in providing students with connections within theglobal community in which they live.

The skills, knowledge, and attitudes required to support the learningoutcomes and themes will integrate the four foundation skill areas:literacy and communication, problem solving, human relations, andtechnology (Manitoba Education and Training, A Foundation forExcellence, 1995).

This document has been designed to allow for maximum flexibility toprovide Middle Years students in Manitoba with the opportunity toexperience the hands-on skills development, knowledge, andresources available in Home Economics/Industrial Arts education.Middle Years education can be categorized from Grades 5 to 8 orGrade 6 to Senior 1, depending on the educational setting. It is forthis reason that four levels of learning outcomes (exploratory,introductory, intermediate, and advanced) that are not grade-specifichave been outlined in this document. The four levels provide anopportunity for each school to select the time allocation that suits theneeds of their learning environment to incorporate Middle YearsHome Economics/Industrial Arts programming into their educationalplan. The inclusion of Home Economics/Industrial Arts education inthe Middle Years involves the implementation of the three Cs—Commitment to Middle Years Home Economics/Industrial Artseducation by Careful and Cooperative timetabling.


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Linking Living to Learning:Rationale of Home Economics/

Industrial Arts Education

• Active-Interactive Learning

• Balancing Work and Home Life

• Employability Skills, Essential Skills,and Career Development Skills

LINKING LIVING TO LEARNING: RATIONALE OF HOME ECONOMICS/INDUSTRIAL ARTS EDUCATION

Active-Interactive LearningCanada’s information society must have an educational systemconfident in its ability to meet the challenges of the 21st century. Oursociety is characterized by rapid social, economic, and technologicalchange. It is increasingly critical to our nation’s social and economicprosperity that Canadians be able to manage their own work andpersonal lives. Manitoba schools must provide relevant programs tohelp students of all ages take charge of their life/work destiny in acomplex and changing world.

Curricula must provide a balance of knowledge and skills for ouryouth to become literate and numerate as well as provide a forum forintellectual growth. The acquisition of knowledge takes many formsand cannot be communicated through words alone. Research showsthat as much as 80% of the classroom may be made up of studentswho don’t learn auditorily (Sousa, 1998). Students learn in differentmodalities—kinaesthetic, auditory, visual, and tactile. Programs withlearning activities that incorporate the modalities provide moreopportunities for success for students (Tileston, 2000). Learning is anactive-interactive process. Active participation through personalexperience provides learners the opportunity to create, construct, andextend their knowledge.

Tileston explains that our curricula are worthless if we cannotconvince students that they are learning useful life skills. Learning ismore effective when it occurs in meaningful and relevant contexts.Home Economics/Industrial Arts provides the setting for youth todevelop and to practise skills for daily living—skills that may not betaught outside of the school environment. Home Economics/IndustrialArts provides a unique contribution to education where studentsacquire many skills that benefit them throughout their work andhome life. The more effective we are in our daily lives, the moreeffective society becomes as a whole.


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Activeparticipationthrough personalexperienceprovides learnersthe opportunity tocreate, construct,and extend theirknowledge.


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Balancing Work and Home LifeOur economy will continue to be driven by globalization, demographicshifts, and technological advances. These will create highlycompetitive, rapidly changing work environments for the nextgeneration. The social, economic, and technological changes occurringin society affect work as well as personal and social relationships.Our future as a society is dependent upon youth and their ability tobe successful not only in the workplace but also in their homes andpersonal lives.

Home Economics is not solely based on the nature and challenges ofsecuring housing, acquiring appropriate clothing, caring for children,and food security. The curricula integrate the theories and practicesof processes involved in daily living issues in the areas of humanrelationships, consumerism, food and nutrition, clothing and textiles,and housing and aesthetics. Today’s Home Economics programminghas moved away from teaching manual housekeeping and care-givingskills exclusively, and moved towards decision making, managementskills, personal development, and a family development approach.Home Economics programming has an educative mission to provideresources to families, as families continue to be the primary source ofsupport and nurturing for individuals in a rapidly changing society.Young people have the opportunity to explore issues and experiencehands-on learning related to daily living.

Industrial Arts education programming provides lifelong learningpatterns for living/working effectively in a changing technologicalenvironment. Technology can be defined as “human innovation inaction” (Technology for All Americans, 1996, 16). Participants inIndustrial Arts programming work actively with technological tools,materials, and processes to transform real-life concepts and ideasinto goods and services. Problems, ideas, and concepts are exploredfrom the research/investigation stage to product development, andultimately to the final testing and assessment/evaluation. Because ofthe changing nature of society and the workplace, the skills andknowledge developed in Industrial Arts education are relevant tomany other areas of life as one assesses the societal/cultural impactsof technology.

Our future as asociety isdependent uponyouth and theirability to besuccessful not onlyin the workplacebut also in theirhomes andpersonal lives.

. . .the skills andknowledgedeveloped inIndustrial Artseducation arerelevant to manyother areas of lifeas one assesses thesocietal/culturalimpacts oftechnology.

Home Economicseducation has aneducative andpreventative missionto provide resourcesto families, asfamilies continue tobe the primarysource of supportand nurturing forindividuals in ourrapidly changingsociety.


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Home Economics/Industrial Arts programming builds on connectionsthat already exist and help to create relevance to learning life skills.Home Economics/Industrial Arts courses integrate a blend ofknowledge in the physical and biological sciences, social sciences, andthe arts and humanities with participatory activities that incorporatethe four modalities of learning (kinaesthetic, tactile, visual, andauditory). Males and females experience a new depth ofunderstanding due to the integration of knowledge and skills in apractical setting. The integration of cross-curricular skills,knowledge, and resources is essential in the successful learning anddevelopment of the emerging adult.

Home Economics/Industrial Arts EducationSpecializes in Hands-On Learning Experiences

Technology

Human World

Creation ofPhysical Products

Authentic Skills andKnowledge

Human Process

Design, Research, and Development

Home Economics/Industrial Artscourses integrate ablend of knowledgein the physical andbiological sciences,social sciences,and the arts andhumanities . . .


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Education needs to be about developing powers of thinking. HomeEconomics/Industrial Arts provides students the opportunity to workindependently and co-operatively with others through a process asthey apply decision-making, problem-solving, and critical-thinkingskills to problems and/or issues. Additional skills such as inferring,synthesizing, analyzing, and evaluating, as well as a complete rangeof communication skills including listening, speaking, representing,viewing, and of course reading and writing are part of HomeEconomics/Industrial Arts classrooms. These enriched learningenvironments offer challenging, stimulating, and fun activities thattantalize the thought process, raise the oxygen level in the brain, andcause people to want to be there.

Life is not a spectator sport; it is an exercise in active involvement,and education should reflect that active involvement (Tileston, 2000).Home Economics/Industrial Arts programming provides a variety ofinstructional strategies/methods for students to acquire knowledgewith an emphasis on discovery, inquiry, and experientialopportunities. The curricula incorporate a variety of studentactivities including brainstorming, case studies, demonstrations,

Home Economics/Industrial Arts Relationship to Areas of Knowledge

Technology

Human World

Social ScienceArt/Humanities

Values, Families, and Human Behaviour

Science/Math

Natural World

. . . challenging,stimulating, andfun activities thattantalize thethought process,raise the oxygenlevel in the brain,and cause peopleto want to bethere.

Students areencouraged tostrive for personalexcellence that willenhance the qualityof life forthemselves andother individuals intheir lives.


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discussions, interviews, presentations, tutoring, role playing,simulation, and above all hands-on interactive activities. Anemphasis on positive attitudes towards safe work habits for studentsthemselves and the well-being of others is a priority in theseclassrooms. Students are encouraged to strive for personal excellencethat will enhance the quality of life for themselves and otherindividuals in their lives.

The variety of programming in Home Economics/Industrial Artsplays a significant role in developing career awareness and aframework of skills that can be applied in a range of occupations tosupport society’s needs in the workplace. Education is more than akey to a good job, it also contributes to a full, well-balanced life. TheBlueprint for Life/Work Designs (2000) states that there areknowledge, skills, and attitudes that learners must attain in order toeffectively manage their life/work-building processes. HomeEconomics/Industrial Arts programming provide students theopportunity to attain knowledge, skills, values, attitudes, andbehaviours for a smooth transition to adult roles in the family,community, world of work, and higher education.

Employability Skills, Essential Skills, and Career DevelopmentSkills

Power/Energy

Graphic Communications

Food and NutritionConstruction

Human Development

Clothing and Textiles

Manufacturing

Home Economics/Industrial Arts education

specializes in hands-on learning experiences through the integration ofskills and knowledge that are applied

to authentic work and home/life situations.

Home Economics/Industrial Artsprograms providestudents theopportunity to attainknowledge, skills,values, attitudes,and behaviours for asmooth transition toadult roles in thefamily, community,world of work, andhigher education.

The new realities of today’s workplaces and workers have changedour perception of the concept of career. Career development iscomplex and multi-dimensional, involving growing through life andwork—an interweaving of learning, experiencing, living, working,changing, and identifying and discovering pathways (NationalLife/Work Centre, 2000). Both students and adults are confrontedwith the rapidly changing workplace. These changes include theredistribution of available jobs and alternative work formats (such asjob sharing, part time, self-employment); a more rapid rate oftechnological and other changes that create the need for frequentlife/work decisions; and increased requirements for workers to haveinterpersonal, problem-solving, thinking, learning, and creative skills(National Life/Work Centre, 2000).

The skills and knowledge developed in Home Economics/IndustrialArts programs are useful to students not only in their personal lives,but also in securing and holding employment in business, industry,and the professions. The following chart summarizes the skills,attitudes, and behaviours for life, learning, and work that aresupported by Home Economics/Industrial Arts education, TheConference Board of Canada (CBC), Human Resources DevelopmentCanada (HRDC) and The National Life/Work Centre.

Career development is about growing through life and work: aboutlearning, experiencing, living, working, and changing; about creatingand discovering pathways through one’s life and work (National Life/Work Centre, 2000). Home Economics/Industrial Arts programmingaspires to increase the resourcefulness of young people and help themto live satisfying lives.


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Employability Skills, Essential Skills, and Career Development Skills

NLWC—The National Life/Work Centre; CBC—Conference Board of Canada; HRDC—Human Resources Development Canada

Skills, Attitudes, and Behaviours forLife, Learning, and Work

Blueprint for

Life/WorkNLWC

EmployabilitySkillsCBC

EssentialSkillsHRDC

Home Economicsand

Industrial ArtsEducation

Reading TextDocument UseWritingNumeracy (Math)Working with Others

Cooperative and Social SkillsConflict Resolution/Communication

Continuous LearningOral CommunicationComputer UseThinking Skills

Problem SolvingDecision MakingJob Task PlanningJob Task OrganizationSignificant Use of MemoryFinding InformationAnalytical Skills

Self-Esteem and ConfidenceHonesty, Integrity, and Personal EthicsInitiative, Energy, Persistence to

Get the Job DoneAccountability for Actions TakenPositive Attitude Toward ChangeRecognition of and Respect for People’s

Diversity and DifferencesAbility to Identify and Suggest New

Ideas to Get the Job Done —Creativity

Ability to Set Goals and Priorities inWork (School) and Personal Life

Ability to Plan and Manage Time,Money, and Other Resources toAchieve Goals

Positive Attitude Toward Learning,Growth, and Personal Health

Solve Technological Problemsand Develop Technical Skills

Creativity and Leisure SkillsResearch SkillsScientific SkillsIntegration of Skills, Knowledge, and

Resources from Other DisciplinesPromote SafetyCareer Opportunities Available and

Their Associated Lifestyle

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The National Life/Work Centre

The Blueprint for Life/Work Designs is part of a new and unprecedentedpartnership between a coalition of Canadian agencies lead by the NationalLife/Work Centre, Human Resources Development Canada, the Canadian CareerInformation Partnership, and the NOICC/SOICC network in the United States. Thisdocument grew out of this understanding of the need for a coherent conceptualframework for career development in Canada (National Life/Work Centre, TheBlueprint for Life/Work Designs, 2000). The Blueprint for Life/Work Designs isavailable through the Manitoba Coordinator, Manitoba Education and Youth. Thefindings for the chart were analyzed from the competencies and indicators bylevel and learning stage found in Appendix A of The Blueprint for Life/WorkDesigns.

Conference Board of Canada

The Essential Skills and Employability Skills summaries in the chart on theprevious page are taken from the Make the Skills Connection Brochure,<http://www.conferenceboard.ca/nbec/research.htm.> The Conference Board ofCanada (CBC) is the premier independent applied research institute in thecountry. The CBC develops and exchanges knowledge about emerging economicand social trends, key public policy issues, and organization strategies andpractices. The CBC Employability Skills profile checklist outlines the foundationalskills, attitudes, behaviours, and knowledge that are essential to making andkeeping oneself employable and progressing on a job.

Human Resources Development Canada

The mission of Human Resources Development Canada (HRDC) is to enableCanadians to participate fully in the workplace and the community. HRDC’sEssential Skills Research project formulated the list of skills indicated in thechart. These skills are used in all occupations and in a broad range of dailyactivities. Interviews with more than 3,000 working people across Canada and theprivate sector were the resource base for this project. Skilled, knowledgeable,and resourceful individuals are essential for a strong nation and national economy.

Linking Middle Yearsto Learning

• Characteristics of the MiddleYears Learner and InstructionalImplications

• Fundamentals of the Home Economics/Industrial Arts Support Document

LINKING MIDDLE YEARS TO LEARNINGIn the 1950s and 1960s, Middle Years advocates argued that juniorhigh schools failed to realize their vision because they imitated thepractices of senior high schools. These included an orientation tosubjects, departmentalized teaching, a heavy reliance on lecture anddidactic instruction, and competitive sports programs. It was believedthat the declining academic achievement among adolescents was dueto the mismatch between the developmental needs of these studentsand the educational environment (MacIver, 1989).

The belief is that Middle Years programming benefits studentsbecause of three factors: organizational structure, scope and sequenceof curricula, and methods of instruction. The school experience forearly adolescents includes a personal environment created bycounselling and teacher advisor programming. The Middle Years corecurricula are taught in thematic units by a team of interdisciplinaryteachers who identify concepts of significance and then buildextended units around those topics. Careful and co-operativescheduling accommodates exploratory curricula such as IndustrialArts and Home Economics. ! Exploratory programs allow students to explore their aptitudes,

interests, and special talents as well as to develop an accurateand positive self-concept (National Association of SecondarySchool Principals Council on Middle Level Education, 1985).

! An activity-centred/problem-based curriculum and instructionalactivities provide relevance for students and a vehicle forintegration. Young adolescents need more opportunities forexploration (Keefe, Valentine, Clark, and Irvin, 1993).

! Exploratory courses are a “signature” practice necessary forMiddle Years schools that are dedicated to meeting the needs ofyoung adolescents (Epstein and MacIver, 1990).

Fundamentals of the Home Economics/Industrial Arts SupportDocumentThis section of the document will apply and integrate culture andclimate, ways of learning, instructional approaches, and assessmenttools/methods for each of the curriculum areas.


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A variety of instructional strategies enables students to thinkcritically about relationships between ideas and curriculum content.The organizational structures, techniques, and practices of MiddleYears education facilitate student growth and turn classrooms intocommunities of learners.

Early research emphasized elementary and high school education. Ina little over three decades the face of education has been remade andMiddle Years education has been given a long overdue identity.While research prior to 1990 focused on how to meet student needs,the current decade is documenting the effectiveness of theseprograms. The National Middle School Association (www.nmsa.org) isactively involved in disseminating research information to educators.

Characteristics of the Middle Years Learner and InstructionalImplications

Development Characteristicsof Middle Years Learners

Instructional Implications

Physical Characteristicsinclude rapid growth, sexualmaturation, hormonal changes;body image is important

! Keep students actively involved intheir learning.

! Provide opportunity for movement.! Vary the activity several times in

each one-hour period.

Emotional Characteristicsinclude mood swings, critical ofself, fragile self-concept, focus onself, seek attention but do not liketo be singled out; strong bond tosame-sex friends; forming culturalidentities

! Provide a “safe” learningenvironment that affirms diversityand encourages risk-taking.

! Provide positive opportunities forreleasing emotions.

! Provide opportunities for studentsto experience success.

! Provide validation for diversecultural backgrounds.

! Avoid sarcasm and judgementalstatements.

! Encourage acceptable work,behaviour, efforts, attitudes, andachievements by giving immediateand relevant feedback.

(continued)


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Development Characteristicsof Middle Years Learners

Instructional Implications

Moral and Ethical Characteristicsinclude exhibiting feelings aboutfairness and values in others butperhaps not in self; unable tomaintain an objective perspective;often show concern for others inneed or pain

! Incorporate opportunities to exploreand develop values.

! Provide anti-racist and anti-sexistlearning environments andexperiences.

! Provide opportunities for studentsto become objective, reflective, andcritical thinkers.

! Expect students to acceptresponsibility for their actions andattitudes.

! Encourage cultural sensitivity andacceptance of varied viewpoints.

Social Characteristicsallegiance to peers takesprecedence over family and otheradults; peers and media aresources of standards and views;become interested in opposite sex;desire independence but fearful oftaking risks alone

! Provide for meaningful interactionwith peers and adults as theylearn.

! Provide opportunities for studentsto “show off” in productive andpositive ways.

! Encourage and model positive andconstructive ways of resolvinginterpersonal conflict.

! Keep in contact with parents andinvolve them when possible.

Intellectual Characteristicsmoving from being concrete toabstract thinkers; curious; preferactive over passive learningactivities; prefer interaction withpeers during learning; needlearning to be relevant

! Use concrete examples to developabstract concepts.

! Set short-term goals.! Encourage self-expression and

critical thinking.! Provide active rather than passive

learning opportunities.! Provide for a variety of peer and

group learning interactions.! Recognize and address the varied

levels of ability and learning styles.

Characteristics of the Middle Years Learner and InstructionalImplications: Reprinted, with permission, from Saskatchewan Education.Social Studies: An Information Bulletin for the Renewed Middle LevelCurricula (Grade 7-9). Copyright © 1999 by Saskatchewan Education.


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Impacts on LearningClassroom Climate and LearningThe classroom climate should be stimulating and inviting. Ways tocreate a stimulating learning environment include the following(adapted from Manitoba Education and Training, Senior 1 EnglishLanguage Arts: A Foundation for Implementation, 1997, Overview 9):• Design workstation/seating arrangements that reflect a student-

centered philosophy.• Maintain a print-rich environment that speaks of a lively

connection between the Home Economics/Industrial Arts classroomand the larger world.

• Equip the classroom with a radio/cassette/cd player to providebackground music. The latest brain research indicates that musichas a calming effect on students.

• Provide access to a television, videocassette recorder, andemerging technology to enhance learning.

• Provide access to a video camera to record student demonstrations,presentations, and role playing. Tapes can be used forstudent/teacher assessment and/or reflection.

• Display student-designed posters and other work that celebratesstudent accomplishment.

• Involve students in classroom design.

Motivation, Achievement, and Learning

Student motivation, achievement, and learning can be greatlyaffected by the classroom environment. Motivation is defined as thefocus of energy caused by a desire or need. We are faced withcreating a classroom that enables students to channel their energytowards learning.

The chart on the following page identifies practices that fostermotivation in the Home Economics/Industrial Arts classroom toenable student success. This chart is adapted from ManitobaEducation and Training, Senior 1 English Language Arts: AFoundation for Implementation, 1997, Overview 7/8.


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Fostering Motivation in the Home Economics/Industrial Arts Classroom

Ways to Foster Expectations of Success Promising Practices

Help students to develop a sense ofself-efficacy.

Teachers foster a sense of self-efficacy first by teachingstudents that they can learn how to learn. Students whoexperience difficulty often view the learning process asmysterious and outside of their control. They believe thatothers who succeed in school do so entirely because ofnatural, superior abilities. It is highly motivating for thesestudents to discover that they, too, can learn and apply thestrategies that successful students use when learning.

Second, teachers foster student self-efficacy bycommunicating to the student that the teacher believesthey can succeed and will provide the necessary support toensure that learning takes place.

Help students to learn about andmonitor their own learningprocesses.

Utilize self-assessment to help students understand howthey learn, learn more efficiently, and become more adeptat transferring what they know to other situations.

Assign tasks of appropriatedifficulty, communicatingassessment criteria clearly andensuring that students have clearinstruction, modelling, and practiceso that they can complete taskssuccessfully.

A methodology for thorough instructional approaches isfound on pages 49 to 54 of this document.

Help students to set specific andrealistic personal goals and to learnfrom situations where they do notattain their goals, and celebratestudent achievements.

Learning is enhanced when specific criteria andperformance standards are incorporated into one’sprogram.

Offer choices. Intrinsic motivation is closely tied to students’ self-selection of print resources, topics, activities, and projects.Self-selection allows students to build their learning on thefoundation of their personal interests and enthusiasm.

Set worthwhile learning/skillsobjectives.

Meaningful learning activities/projects supporttransferable skills/knowledge.

Ensure that knowledge and skillexperiences are interactive.

Encourage students to share their knowledge and skillswith each other to foster motivation for learning.

Note: Sample learning outcomes are provided on pages 70 to 75.

Talking and Learning Dr. David Sousa, a leading researcher/author in How the BrainLearns, indicates that we are in the middle of a brain developmentrevolution that has implications for classroom culture and climate.Our understanding of how the brain functions has changedsubstantially. It has been scientifically determined that the frontallobe (problem-solving part of the brain) needs to be activated orlearning will not be retained. Talking has been identified as astimulant for the frontal lobe. The implication for the classroom andits climate is that learners must talk to aid retention. Classroomsettings should encourage student discussion. Home Economics/Industrial Arts classrooms have a variety of workstations that allowfor student interaction.

Emotional/Physical Security and LearningAnother implication for classroom climate identified by Sousa is thatstudents must feel emotionally and physically secure before they canlearn. Administrators and classroom teachers have taken an activerole in supporting emotionally safe classrooms through theapplication of school or divisional interventions that deal withharassment, bullying, etc.

The secondary part of this learning equation is that classrooms mustbe physically safe places in order for students to learn. The numberof participants should be determined by the programming nature andmust not compromise safety. Home Economics/Industrial Artsfacilities with specialized equipment should be maintained toacceptable health and safety standards. Administrators andclassroom teachers must be aware of accident/injury liability andnegligence statements found in The Public Schools Act as well as inthe Administrative Handbook, School Administration: Negligence andLiability published by Manitoba Education and Training.


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The Public Schools Act: accident liability documentation is found insections 86-90. Section 87 of the Act outlines the claim to negligencein regard to defective or dangerous apparatus.

Below is a segment from the Administration Handbook (March 2000),which includes a three-page section of reference on negligence andliability.

It is generally assumed, in law, that teachers and others placed incharge of students have a duty to be responsible for the safety andwelfare of those students during school hours and also after school hoursduring any school-sponsored activities on or off school premises. Failureto act reasonably under the circumstances, if this failure causes injuryor death to a student, can result in a possible action in negligence.

It is generally recognized that four conditions must exist for anegligence suit to be successful:

1. The person alleged to be negligent must have a legal duty tomaintain a standard of conduct that will protect others againsthazards.

2. This person must fail to conform to a reasonable standard of conductin connection with this duty. (The accepted standard is that of aprudent parent of a large family. However at least one recent courtdecision made a clear departure from that standard, and adopted ahigher “professional” standard of care where a teacher needsspecialized knowledge, training and/or experience in order to carryout his/her duties, such as gymnastics instruction in a high schoolsetting).

3. The person or persons to whom this obligation is owed must suffer agenuine loss or injury (which could be property loss or damage, orphysical or psychological injury, or death).

4. There must be a definite casual connection between the first person’sfailure to maintain a proper standard of conduct and the loss orinjury suffered by the second person.

(continued)

Section 87. Defective apparatus

Where the bodily injury or death of a pupil referred to in section 86 iscaused by defective or dangerous apparatus supplied by the schooldivision or school district for the use of the pupil, the school division orschool district and its employees and agents and the trustees shall bedeemed to have been not guilty of negligence unless it is shown that oneor more of the trustees of the school board or one or more of theemployees or agents thereof had knowledge of the defect in or thedangerous nature of the apparatus and failed to remedy or replace theapparatus within a reasonable time after acquiring the knowledge.


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Administrators and teachers are encouraged to advocate foremotionally and physically safe classrooms that support learning.

Cultural Diversity and LearningManitoba is a mosaic of people who have a variety of cultures,languages, religions, and other characteristics. Since society iscomposed of a vast array of individuals, the educational system mustconsider the needs of the diverse people. Manitoba’s diverse studentpopulation is seen in the various multiracial, multi-ethnic, andmulticultural classrooms. These aspects of human diversity should berecognized, accepted, and celebrated to create learning environmentsthat prepare all students for participation in society, provide studentswith opportunities for cultural and linguistic development, andencourage intercultural understanding and harmony (ManitobaEducation and Training, A Foundation for Excellence, 1995).

Multicultural diversity is a key element of Manitoban identity.Teachers must examine their own multicultural knowledge base andbecome aware of the way they read behaviour through their owncultural filters. They need to explore the intellectual work of groupsof which they are not members, both for its implications for thecurriculum and to be able to understand how people make sense ofeveryday life.

Where teachers and other school officials are concerned, there is littledifficulty in proving that a duty of care is owed to students. In anyschool activity, school personnel are generally assumed to beresponsible, within responsible limits, for the welfare of students.

The fact that a mishap takes place does not automatically mean thatthere has been negligence. Genuine accidents do take place, and whilethey are unfortunate, no one can be blamed for them. Only if a courtdecides that a reasonably prudent person in the teacher’s situationwould have anticipated the mishap and would have acted to prevent itmight the teacher be found negligent.

If students are to be placed in situations where the potential for injuryexists, appropriate skill training and safety briefing must take place, andsafety regulations conscientiously enforced. In addition, school officialsare legally obligated to see that any facilities and equipment used are insafe condition. Particular caution should be exercised with regard tophysical education equipment, playground equipment,vocational/industrial lab, etc.


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The urban Aboriginal population in Manitoba is expected to exceed192,000 by the year 2016 (Graham, 2002). Teachers who work withAboriginal students need a sound knowledge of the general cultureand traditional ways of their students’ communities. Refer toManitoba Education and Training, Success for All Learners (1996)3.15.

Multicultural education is the process that honours the multiculturalnature of the society in which we live. Multicultural education is nota program (Bohn and Sletter, 2000). The goal of multiculturaleducation is to develop students’ ability to function competentlywithin multiple cultures (Hall and Wortis, 1990). Students need tolearn to respect and to deal with others whose attitudes, values, andabilities may differ greatly from their own.

Ways of Learning This document applies instructional methods that consider variousways of learning and demonstrating learning. Not all students learnthe same way due to individual experiences, strengths, andchallenges. There are various ways to describe the different ways oflearning. Three models for describing student differences will beapplied: learning styles, thinking styles, and multiple intelligences.Summaries of the three models are provided below (ManitobaEducation and Training, Success for All Learners, 1996, 4.4-4.6).

Learning StylesThe model developed by Ken Dunn and Rita Dunn of St. John’sUniversity, New York, classifies students according to their learningstyles:• Auditory learners absorb spoken material easily and are likely

to ask for information rather than read printed instructions.• Visual learners learn best from information that they read or

see.• Tactile learners learn best by handling materials, writing,

drawing, and being involved in concrete experiences.• Kinaesthetic learners learn best by moving and doing, by taking

part in activities and have direct relevance to their lives.

Dunn and Dunn believe that most people have two highly developedlearning styles, and that within a class of 30 students, 22 will bebalanced in their ability to take in information in a variety of ways.


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Thinking StylesAnthony Gregorc (1982) of the University of Connecticut hasdeveloped a theory of thinking styles based on two variables: the waywe view the world (do we see things concretely or abstractly?) andthe way we order the world (in sequential or random order). InGregorc’s framework, these two variables combine to describe fourthinking styles:• Concrete sequential thinkers are based in the physical world

they can detect through their senses. They notice and recall detailseasily, and remember facts, formulas, and rules with ease. Theylearn well through “hands-on” experiences.

• Concrete random thinkers are experimenters—divergentthinkers, willing to take the intuitive leaps necessary for creativethought. They have a strong need to find alternatives and to dothings in their own way.

• Abstract sequential thinkers love the world of theory andabstract thought. Their thinking processes are logical, rational,and intellectual. They prefer to work alone rather than in groups.

• Abstract random thinkers organize information throughreflection, and thrive in unstructured, people-orientedenvironments. They live in the world of feelings and emotions, andlearn best when information is personalized.

Multiple Intelligences‘ The theory of multiple intelligences is a cognitive model developed by

Harvard psychologist Howard Gardner in the 1980s. Gardner’stheory is that each of the following seven intelligences has anevolutionary history, its own symbolic system, and a separate locus inthe human brain:• Verbal/linguistic intelligence is responsible for the production

of language and all the complex possibilities that follow:storytelling, abstract reasoning, symbolic thinking, conceptualpatterning, and, of course, the written word.

___________________Multiple Intelligences: From Seven Ways of Knowing: Teaching for MultipleIntelligences by David Lazear. © 1991 by IRI/Skylight Training and Publishing,Inc., Palatine, IL. Reprinted with permission.


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• Logical/mathematical intelligence is most often associatedwith “scientific thinking,” deductive reasoning, and problemsolving. This intelligence involves the capacity to recognizepatterns, to work with abstract symbols such as numbers andgeometric shapes, and to see connections between separate piecesof information.

• Visual/spatial intelligence deals with the visual arts, navigationand map-making, architecture, and games such as chess. The keysensory base of this intelligence is sight, but also the ability toform mental images.

• Body/kinaesthetic intelligence is the ability to use the body toexpress emotion (as in dance and body language), to play a game,or to devise an invention. Individuals with high body/kinaestheticintelligence thrive on hands-on experience; they “learn to do bydoing.”

• Musical/rhythmic intelligence includes such capacities as therecognition and use of rhythmic and tonal patterns, and sensitivityto sounds from the environment, the human voice, and musicalinstruments. Many children learn the alphabet through thisintelligence.

• Interpersonal intelligence involves the ability to communicateverbally and non-verbally, to work co-operatively in a group, andto observe the moods, temperament, and intentions of others.Individuals with high interpersonal intelligence are able toimagine and empathize with the experience of others.

• Intrapersonal intelligence involves knowledge of the self—offeelings, thinking processes, and spiritual realities. Thisintelligence involves our capacities for self-reflection, to experiencewholeness and unity, to perceive higher states of consciousness,and to dream of and actualize the possible.

Gardner’s multiple intelligences theory proposes that each person hascapabilities of varying degree in all seven intelligences, and that weperform most functions through a complex interaction of severalintelligences. (Ongoing research may result in the identification ofother intelligences.)


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Home Economics/Industrial ArtsRationales and

Website Resource Listings

• Home Economics Education

• Industrial Arts Education

HOME ECONOMICS/INDUSTRIAL ARTS RATIONALESAND WEBSITE RESOURCE LISTINGS

Home Economics EducationClothing and TextilesThe Clothing and Textiles curriculum creates awareness of the role ofclothing, textiles, and fashion in our daily lives. This curriculum areadevelops an increased knowledge of key theoretical conceptsassociated with the areas of clothing, textiles, and the fashionindustry. Achievement and success is attained through the practicalapplication of knowledge and skills as students participate inactivities that allow them to express themselves through designing,producing, and evaluating finished textile projects.

Textile industries have a wide range of application in our society—inthe home, workplace, and environment. The textile industry is madeup of fiber and fabric producers. The largest percentage of the fiberproduced goes to the fashion industry. The fashion industry includesanyone who is involved in the making or selling of garments andaccessories. The fashion garment industry in Manitoba is a growingeconomy.

• Winnipeg’s garment industry represents about 10% of theCanadian garment industry.

• The apparel industry is the second largest manufacturing industryin the province.

• 8000 Manitobans work in the garment industry.• Local, national, and international sales of garments made in

Winnipeg exceed $700 million each year.

ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.

British Columbia Ministry of Education. Home Economics 11 and 12Curriculum: Integrated Resource Package. Victoria, BC: BritishColumbia Ministry of Education, 1998.

Canadian Apparel Magazine, July-August 2001:<www.apparel.ca/magazine/index.html>


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Saskatchewan Education. Clothing Textiles and Fashion 30,Curriculum Guide. Regina, SK: Saskatchewan Education, 2000.

---. Housing 30 Curriculum Guide: A Practical and Applied Art.Regina, SK: Saskatchewan Education, 1999.

Weber, J. Clothing: Fashion, Fabrics, Construction (3rd ed.). Peoria,IL: Glencoe McGraw-Hill, 1997.

Young Leaders of Winnipeg. Winnipeg’s Key Industries:<www.youngleaders.com>

WebsitesThe Costume Gallery: <www.costumegallery.com> Costume Museum of Canada: <www.costumemuseum.com> History of Fashion Museum Collections:<www.library.kent.edu/branches/fashion/fashionhistory.html> Museum for Textiles: <www.museumfortextiles.on.ca> Textiles.org: <www.textiles.org> Textile Web: <www.textileweb.com> Canadian Industry Analysis:<http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/appa_hpg.html> Canadian Apparel Magazine: <www.apparel.ca> Manitoba Fashion Institute: <www.apparel-manitoba.org> University of Manitoba—Clothing & Clothing:<www.umanitoba.ca/faculties/human_ecology/clothing> Fashion Net: <www.fashion.net> Fashion Internet: <www.finy.com>Fashion Planet: <www.fashion-planet.com> Elle Magazine: <www.ellemag.com> Flare Magazine: <www.flare.com> The Fabric Link: <www.fabriclink.com> Butterick Patterns: <www.butterick.com> McCall Patterns: <www.mccall.com> Simplicity Patterns: <www.simplicity.com>


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With advancements intechnology and theincreasing use of theInternet, consumerstoday have access tomore sources ofinformation than everbefore. Informationfound on the Internetmay be inaccurate,confusing, ormisleading. It isessential to have aworking knowledge offactual, research-proven information inorder to recognizespurious claims.

Food and NutritionThe Food and Nutrition curriculum is designed to teach about foodand nutrition through theoretical and practical food experiences. Astudy of Food and Nutrition can expose students to accurateinformation and provide opportunities for students to gaincompetence in making informed reasoned choices. The learningoutcomes develop skills, knowledge, and resources necessary for life.Students are provided with an opportunity to achieve successthrough learning activities that build self-image and increase self-confidence.

Many students may be responsible for meal preparation at home.Knowledge and understanding of basic food preparation and nutritionare important so that healthy food choices for individual and familywell-being are made. The preparation of food, whether at school or athome, can be a creative, interesting, enjoyable, and rewardingexperience. The skills and knowledge taught in this curriculumincreases the resourcefulness of students, and helps them to developself-reliance, independence, and positive social skills. Another benefitis the acquisition of basic life skills and knowledge that all studentsneed.

Traditional food preparation skills are being lost in today’s fast-pacedlifestyles. The impact of eating highly refined, processed foods isaffecting our short and long-term health. Much of the food consumedis fast foods, partly prepared foods, or food eaten away from home.Time constraints and the effects of advertising have dramaticallychanged the types of foods prepared and eaten. Contrary toadvertising claims, the preparation of nutritious foods does not haveto be time-consuming or difficult. Less preparation at home meansless transfer and less reinforcement of food preparation skills.Students need the opportunity to learn and practise preparationtechniques in the classroom.

The results of the Food Habits of Canadians research project,released in March 2001, reported that teenage males and females arenot meeting their daily nutrient requirements. Teenagers are notconsuming the minimum number of servings of food from the fourfood groups found in Canada’s Food Guide for Healthy Eating.


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• almost one-half of all teenage girls were not consuming theminimum number of servings from each of the four food groups

• 60% of female teens did not have the minimum number of servingsof meats and alternates

• more than one-half of the females interviewed were not consumingthe minimum number of milk products

• 40% of teen males are not consuming the minimum number ofmilk products

• one-half of female teens and more than a half of the male teens didnot consume the minimum five servings of vegetables and fruit perday

• 30% of male teens did not consume the minimum servings fromthe grain products group of the Food Guide

• 40% of female teens did not consume the minimum servings fromthe grain products group of the Food Guide

Damage caused by poor nutrition is cumulative and often begins withpoor food habits in childhood. Knowledge about nutrition is animportant component of a healthy lifestyle. Two-thirds of Canadianssurveyed in a study by the National Institute of Nutrition felt thatnutrition is very or extremely important in choosing the food theyeat. Four out of five Canadians believe that food and nutrition play a“great” role in maintaining or improving overall health. Food-relatedhealth problems are major health concerns in Canada. The top healthconcerns of Canadians are heart or circulatory health issues (28%),cancer (24%), nutrition and diet (24%), exercise (17%), weight (12%),and diabetes (8%). Nutrition programs must remain as an integralpart of the education system to address these concerns that havebeen identified in the National Institute of Nutrition study as well asthe Food Habits of Canadians research project.

ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.

Beef Information Center. “Food Habits of Canadians.” ChangingNutrition Issues, March 2001.


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Canadian Dieticians of Canada. “The A, B, C’s of Healthy Eating.”Nutrition Month Resource Manual for Health Professionals, March2002.

National Institute of Nutrition. “Health Claims in Canada.” Takingthe Consumer Pulse, March 1999.

---. Consumer Awareness and Attitudes toward Functional Foods.June 2000.

Saskatchewan Education. Food Studies: Philosophy and Rationale.Regina, SK: Saskatchewan Education, 2000.

Websites

Health Canada, Food Information: <www.hc-sc.gc.ca/english/food.htm> Health Canada, Nutrition Program: <www.hc-sc.gc.ca/hppb/nutrition> Dieticians of Canada: <www.dietitians.ca>Canadian Health Network: <www.canadian-health-network.ca> Canadian Institute on Health Research:<www.cihr.ca/welcome_e.shtml> Health Canada Online: <www.hc-sc.gc.ca/english/index.html> National Institute of Nutrition: <www.nin.ca> Center for Science in the Public Interest: <www.cspinet.org> Health Services Utilization and Research Commission:<www.hsurc.sk.ca> Nutrition Journals and Publications:<www.nal.usda.gov/fnic/etext/000041.html> Journal of Nutrition: <www.nutrition.org> Nutrition, Food and Health Resources: <www.blonz.com> Research Papers and Nutrition News: <www.medportal.com> Nutrition News Focus: <www.nutritionnewsfocus.com> Berkley Nutrition Services: <www.nutriquest.com> Food and Nutrition Internet Index: <www.fnii.ifis.org> Tuft’s University Nutrition Navigator:<www.navigator.tufts.edu/index.html>


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Human Development

The Family Studies/Human Development curriculum provides skillsand knowledge in the areas of parenting, money management,relationships, and the well-being of individuals/families. Studentshave the opportunity to increase their knowledge as to howindividuals/families function in society during different stages of thelife cycle. Throughout the human life cycle, people need to be caredfor and to care for themselves and others. Nurturing and care-givingskills are utilized along with knowledge of human growth anddevelopment to anticipate changing personal and family needs. TheVanier Institute of the Family reports that the majority of Canadiansrate their families as a more important part of their lives than careeror religion (1994).

The labour force participation rates of men are declining while therates of women’s participation have increased rapidly during pastdecades, and more than half of Canada’s student population are inthe labour market (Vanier Institute of the Family, 1994). In themajority of two-parent families, both parents are employed in thelabour force. In Canada, approximately 69% of married women withyoung children are employed outside the home. Family structures arealso more fluid as families are smaller, more couples choose not tohave children, and there are more one-parent families (VanierInstitute of the Family, 2000). Many young people growing up insmall or single-child families today no longer have experiences incaring for young children.

Balancing work and family responsibilities has become a majorpreoccupation for many people. Children and adolescents areassuming responsible roles within their own families at an early age.Students are faced with the changing make-up of their presentfamily/families and making decisions about establishing their ownfuture roles and relationship patterns. Young Canadians areexperiencing more strain in their relationships with their parent(s)and with each other (King and Coles, 1992). There is a need to haveyoung people gain a better understanding of how to communicatewith, and relate to parents and peers, and techniques to managestress in today’s rapidly changing world.


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These indicators highlight the importance of family studieseducation, which can provide students with an opportunity to• gain an understanding of present family experience and improve

their capacity as family members• evaluate a variety of social circumstances such as declining

incomes, alternate role arrangements, increasing globalization, theaging population, and their influence on family well-being

• develop values and expectations that will assist them inestablishing Canada’s future families

• develop technical, communicative, and critical thinking skills thatfoster a productive work and family life

Home Economics is a field of study that specializes in the waysfamilies can improve their quality of life. The Family Studies/HumanDevelopment courses offer a preventative, proactive, and practicalapproach to supporting families.

ReferencesBritish Columbia Ministry of Education. Home Economics 11 and 12Curriculum: Integrated Resource Package. Victoria, BC: BritishColumbia Ministry of Education, 1998.

Canadian Home Economics Association. Position Paper on HomeEconomics Education. Ottawa, ON: Canadian Home EconomicsAssociation, 1996.

Dolney, C. Need for a Parenting Course. Ottawa, ON: CanadianHome Economics Journal, 46 (2): 1996, 82-84.

King, A and Coles, B. The Health of Canada’s Youth. Ottawa, ON:Health and Welfare Canada, 1992.

Vanier Institute of the Family. Profiling Canada’s Families. Ottawa,ON: Vanier Institute of the Family, 2000.

---. Profiling Canada’s Families II. Ottawa, ON: Vanier Institute ofthe Family, 1994.


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WebsitesAll Family Resources: <www.familymanagement.com> Child and Family Canada: <www.cfc-efc.ca> Child Care Canada: <www.childcarecanada.org> Canadian Services for Children: <www.cio-bic.gc.ca/children-enfants/serv_e.htm> American Association for Marriage and Family Therapy:<www.aamft.org> Vanier Institute for the Family: <www.vifamily.ca> Family Works: <www.urbanext.uiuc.edu/familyworks> Parents Helping Parents: <www.php.com> The Whole Family Center: <www.wholefamily.com> Families and Work Institute: <www.familiesandwork.org> National Foundation for Family Research & Education:<www.nffre.org> Center for Families Work and Well-Being: <www.worklifecanada.ca> Parenting Resource: <www.parentsoup.com> Parents Place: <www.parentsplace.com> Parenthood: <www.parenthood.com/> Principles of Parenting:<www.humsci.auburn.edu/parent/index.html>National Parent Information Network: <http://npin.org/> Today’s Parent Magazine: <www.todaysparent.com/> Childbirth: <www.childbirth.org> On line Birth Center: <www.moonlily.com/obc> Baby Center: <www.babycenter.com> Child Care Parent Provider Information Network:<www.childcare-ppin.com> Canadian Day Care Registry: <www.canadiandaycare.com> National Youth in Care Network: <www.youthincare.ca> National Adoption Center: <www.adopt.org> National Center for Missing and Exploited Children:<www.missingkids.org>


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Fathering Magazine: <www.fathermag.com> Fathers Forum: <www.fathersforum.com> Motherheart: <www.motherheart.org> Parenting the Preschooler: <www.uwex.edu/ces/flp/pp/index.html> National Center for Infants, Toddlers and Families:<www.zerotothree.org>Adolescents Change and Continuity: <www.personal.psu.edu/faculty/n/x/nxd10/adolesce.htm> Teen Information: Go Ask Alice!:<www.goaskalice.columbia.edu/index.html> Kids Source on Line: <www.kidsource.com> National Council on Aging: <www.ncoa.org> Association of Retired Persons: <www.aarp.org> Resource for Aging and Divorce Issues: <www.flyingsolo.com>


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Industrial Arts EducationGraphic CommunicationsThe Graphic Communications technology curriculum is based on thedevelopment of knowledge, skills, and attitudes in drafting andgraphic arts. Drafting offers a skill set that allows students tocommunicate ideas and designs through technical drawings. Graphicarts provides opportunities for students to develop principles,techniques, and processes relating to imaging technology. Thisprogramming explores current and innovative practices in theindustry, and provides an understanding of graphic arts’ relationshipto self, people, careers, consumerism, industry, economics, andtechnology. Technical drawing has played an important part in human progressand is the oldest type of written expression. A word is an abstractsymbol representing a thing or an idea, but a picture represents theway an object appears in real life. Technical drawings are essential toconstructing everything in society from the computer on a desk to thehouse in which a person lives. Design and the creative process are viewed as integral to graphiccommunication technology. Design is creative problem solving whichbegins with a specific human need and results in a product orsolution that addresses that need. Visualization of design can takemany forms, from sketches to computer animation, and can rangefrom highly creative to highly technical. There is an increasingdemand for aesthetic quality in advertising and publications. This isbeing driven by advancements in computer and communicationstechnology.

Graphic communications technology affects all aspects of our lives.From work to leisure, it extends our ability to communicate and is animportant part of being technologically literate. The knowledge,skills, and attitudes attained provide opportunities for students tomove into employment in one of the many design and drafting areas,and gain personal and life skills.


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References Alberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.

British Columbia Education. Technology Education 11 and 12:Drafting and Design. Resource Package. Victoria, BC: BritishColumbia Education, 2001. <www.bced.gov.bc.ca>

Drygdon, Novak, and Spencer. Basic Technical Drawing. 7th ed.Peoria, IL: Glencoe McGraw-Hill, 2000.

Meyer, S. Criteria for Interpreting the Standard for TechnologicalLiteracy: Content for the Study of Technology. Menomie, WI:University of Wisconsin-Stout: International Technology EducationAssociation, undated.

Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ministry of Education,2000.

Saskatchewan Education. Drafting and Computer-Aided Design 10,20, 30. Regina, SK: Saskatchewan Education, 2000.<www.sasked.gov.sk.ca>

Websites American Design Drafting Association: <www.adda.org> Graphic Arts Education Research Foundation:<www.npes.org/gaerf/home.html> Graphic Com Central: <http://teched.vt.edu/gcc/> Printing Industries Association Southern California:<www.piasc.org> Graphic Arts Information Network: <www.gain.org>


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Power/EnergyThe Power and Energy curriculum develops knowledge, skills, andattitudes in electronics/electricity/power mechanics and relatedsystems and subsystems. Programming allows students flexibility toexercise time management, quality control, and teamwork, andprovides theories and concepts associated with the efficient use ofresources to move goods, materials, electricity, and people. Theknowledge and skills developed include, but are not limited to, theareas of power mechanics, energy sources, and power conversion.Students explore the language of industry and gain an understandingof its relationships to self, people, careers, consumerism, industry,economics, and technology.

Electricity and electronic devices are at the core of a wide variety ofspecialized technologies that have been developing over severaldecades. An understanding of electrical and electronics theory andapplications enhances the student’s ability to manage newtechnologies as they emerge. The employment opportunities varyfrom appliance, wire, and cable sectors to computer-related areas.

Power mechanics encompasses the resources, processes, application,and technological impacts of transportation systems on society. Anunderstanding of today’s power, energy, and transportation systemsis needed by all students who are interested in working in theseareas at home or on the job. There has been a substantial development in high-tech industrywhich encompasses electricity/electronics and power mechanics.Concern for the environment has enabled the rapid development oftechnology in these sectors. Research and development in theseindustries are at their all-time high and will continue to be in thefuture. Expansion of the industry and technological change willresult in a shortage of qualified workers in these technology-relatedindustries.ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education Curriculum Standards Branch, 1997.Le, C. A Profile of the Canadian Manufacturing High-TechnologyIndustries. Ottawa, ON: Marketplace Innovation Directorate,Innovation Policy Branch, Industry Canada, 2001.


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Saskatchewan Education. Electrical and Electronics 10, 20, A30, B30Curriculum Guide. Regina, SK: Saskatchewan Education, 2001.

Zbar, P., G. Rockmaker, and D. Bates. Basic Electricity. 7th ed.Peoria, IL: Glencoe McGraw-Hill, 2001.

WebsitesElectronics Industry Market Research and Knowledge Network:<www.electronics.ca> Power Designers—Electrical Engineering Design Solutions:<www.powerdesigners.com> Robotics, Control and Electronics Technology:<www.totalrobots.com> Lynx motion: robotics: <www.lynxmotion.com> Ohms Law: electronics and robotics: <www.ohmslaw.com> Natural Resources Canada: Energuide:<http://energuide.nrcan.gc.ca/> ShopBot: The Work Shop RoBot: <www.shopbottools.com> Home Power Magazine: <www.homepower.com>


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ManufacturingManufacturing is the transformation of materials into products tomeet human needs and wants. In the manufacturing process, naturaland recycled resources such as wood, metal, and plastic aretransformed into organized and useful products. A fundamentalaspect of these programs is adding value to raw materials.

Woodwork, metalwork, and plastics courses provide students withopportunities to acquire knowledge, skills, and attitudes needed toplan, design, build, and evaluate projects using instruments, tools,equipment, and machinery related to these materials. These coursesalso help students understand the role of manufacturing in oureconomy and its relationship to other economic sectors. Students alsostudy the impact the manufacturing process has on people, society,and the environment.

In today’s global economy, manufacturing is the foundation of anation’s wealth and power. The fabricated materials sector of theCanadian economy is characterized by a large number of smallentrepreneurial businesses that supply the construction andmanufacturing industries. Industry is investing in leading edgetechnology and is hiring highly trained and talented people tomanage and operate this technology effectively and efficiently. Thesehigh-tech industries depend on skilled labour in the design,manufacturing, marketing, and servicing of products.

ReferencesFeirer, J. and Feirer, M. Wood Technology and Processes. 5th ed.Peoria, IL: Glencoe-McGraw Hill, 2002.


Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ontario Ministry ofEducation, 2000.

Repp, V. Metalwork Technology and Practice. Peoria, IL: Glencoe-McGraw Hill, 1994.


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Websites Woodworkers Journal: <www.woodworkersjournal.com> Fine woodworking magazine on line:<www.taunton.com/finewoodworking/index.asp> Wood Web: <www.woodweb.com> Wood Net: <www.woodnet.net/main/woodwork.html> Wood Information Services: <www.woodmagazine.com> Top Ten Woodworking Links:<www.hobbymall.com/woodworking/woodlink.html> Woodworking Tips: <www.WoodworkingTips.com> 101 Woodworking Tips and Techniques:<www.WoodworkingTips.com/woodtips> Canadian Plastics Products Industry:<http://strategis.ic.gc.ca/SSG/pl01279e.html> Plastic Sheeting in Canada:<http://strategis.ic.gc.ca/SSG/gi16311e.html> Canadian Plastics Industry Association of Canada:<www.cpia.ca/staticcontent/staticpages/index.html> Society of Plastics Engineers: <www.4spe.org> Society of the Plastics Industry: <www.plasticsindustry.org> Polymers Dot Com: <www.plastics.com> Plastics and Rubber Industries Home Base: <www.polysort.com> EMetalworking.com: <www.ematalworking.com> Precision Metal Forming Association: <www.metalforming.com> Metal Working Industry: <www.metalworkingindustry.com> Modern Machine Shop Online: <www.mmsonline.com> American Welding Society: <www.aws.org> Welding and Joining Information Network:<www.ewi.org/resources> On line metals: <www.onlinemetals.com >Welding-Engineers.com: <www.welding-engineer.com/links.html >Welding.com: <www.welding.com >Weldsite.com:<www.weldsite.com> Society of Manufacturing Engineers: <www.sme.org>


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Industry Link: <www.industrylink.com> Institute of Industrial Engineers: <www.iienet.org> International Manufacturing Technology Show: <www.imts.org> Manufacturers Alliance: <www.mfrall.com> Technical Books for Industry: <www.industrialpress.com>


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ConstructionThe Construction curriculum provides knowledge and skills withinapproximately twenty trade areas that comprise the constructionindustry. Through construction courses, students learn about thetools, equipment, and processes required to design, construct, andmaintain a variety of structures. Construction technologyprogramming integrates new developments and practices related to aproduct, system, process, or service. The development of newpractices and products involves the identification of a problem thatleads towards a solution that meets the intended want or need. Thereis never one answer and all solutions involve trade-off and risk. Theproblem- solving process involves a logical or rational process similarto a scientific method, but is different in purpose. The problem-solving method is to technology (invention/innovation) what thescientific method is to science (discovery).

In recent years, dramatic changes have occurred in the way buildingsand other products have been designed and built due to the ability ofthe industry to simulate and evaluate designs with extreme accuracy.Construction technologies are used to build structures or objects toprovide protection from the elements, to make work easier, and tomake life more enjoyable. Today, our social and economic well-beingis closely linked to our ability to use materials for the construction ormaintenance of products.

Residential, commercial, industrial, or recreational constructiontechnology has always played a central role in human life as it is areflection of the needs and wants of society. The constructionindustry is one of the biggest sectors of our provincial and nationaleconomies. This industry employs over 880,000 Canadian men andwomen and produces $134 billion in goods and services (CanadianConstruction Association). The demand for workers in trades andtechnology will increase significantly as Canada moves into the high-tech information economy. Studies show that an aging workforce,expansion of the industry, and technological change will result in ashortage of qualified workers in construction and technology-relatedindustries.

Careers in skilled trades have been identified as high-demandoccupations in Canada. Skilled labour shortages and job growth inmost sectors offer diverse opportunities for ambitious people withmany different interests and work styles. Skill levels required intrade careers are extremely high and demand analytical and


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problem-solving abilities, as well as creative thinking skills. Today’stradespeople find they have transferable skills, giving them plenty ofchoices in terms of how and where they practise their trade in avariety of professional, technical, and skilled occupations. ReferencesAlberta Education, Curriculum Standards Branch. Career andTechnology Studies: Construction Technologies. Edmonton, AB:Alberta Education, Curriculum Standards Branch, 1997.

Feirer, J., M. Feirer, and G. Hutchings. Carpentry and BuildingConstruction. 5th ed. Peoria, IL: Glencoe McGraw-Hill, 1997.

Government of Canada, Canada Prospects 2000-2001. What Is aSkilled Trade? 2000. <http://realm.net/opportunityknocks>

Huth, M. Construction Technology. 3rd ed. Peoria, IL: GlencoeMcGraw-Hill, 1997.


Ontario Ministry of Education. Technological Education: The OntarioCurriculum Grades 11 and 12. Toronto, ON: Ontario Ministry ofEducation, 2000.

Saskatchewan Education. Construction and Carpentry 10, 20, 30Curriculum Guide. Regina, SK: Saskatchewan Education, 2000.

Websites Construction Information Sources:<http://ctca.unb.ca/CTCA/sources/toc.html> Institute for Research in Construction: <www.nrc.ca/irc/irc.html> Canadian Contractor Magazine:<www.canadiancontractormagazine.com>Canadian Industry Analysis:<www.corporateinformation.com/casector/Construction.html> Canadian Construction Association: <www.cca-acc.com> Building links and wood technology: <www.umass.edu/bmatwt/bm_links.htmlhttp://www.umass.edu/bmatwt/bm_links.html> Construction Innovation Forum: <www.cif.org>


46


How to LinkLearning to Living

• Instructional Approaches

• Glossary of Instructional Approaches

• Evaluation and Assessment


49

HOW TO LINK LEARNING TO LIVINGInstructional Approaches This document will provide examples of instructional methods thatexpand (increase) the teacher’s repertoire to support the learning ofstudents. The following diagram displays instructional approachesand methods of application.

Instructional Approaches: Figure adapted, with permission, from SaskatchewanEducation. Instructional Approaches: A Framework for Professional Practice. Copyright ©1991 by Saskatchewan Education.

Instructional Approaches

Direct InstructionLesson OverviewsGuest Speakers

Explicit TeachingInstruction of Strategic Processes

ModellingDidactic Questioning

DemonstrationsMini-Lessons

Guides for ReadingListening, Viewing

Interactive Instruction

DebatesRole-Playing

PanelsBrainstormingPeer Tutoring

DiscussionCooperative Learning Groups

Problem SolvingTalking CirclesPeer EditingInterviewing

Experiential LearningField TripsSimulations

Primary ResearchGames

Focused ImagingObservationsRole-Playing

Surveys

Independent StudyComputer-Assisted Instruction

EssaysReports

Study GuidesLearning Contracts

HomeworkInquiry and Research Projects

Learning Centres

Indirect InstructionJigsaw

Problem SolvingInquiry and Research

Reading and Viewing for MeaningReflective Discussion

Gallery WalksConcept Mapping


50

Glossary of Instructional ApproachesDirect InstructionLesson Overviews — Teachers construct the frame that best suits

their subject matter, grade, and classroom and lessonorganization. Overviews are often put on a transparency orerasable poster so they can be reused with each class. Thepurpose is to help students focus on the goals of the lesson andto place the lesson in the context of a unit.

Guest Speakers — Inviting professionals or those with information ontopics being studied offers students the opportunity toexamine topics from a personal point of view and obtaincurrent, reality-based responses to questions.

Explicit Teaching — Teacher-directed lectures can provide studentswith information that may be required before high-orderthinking can occur. Teachers are encouraged to provideinformation which meets at least two learning modalities(visual, auditory, tactile, and kinaesthetic) by usingoverheads, writing on the board, and supplying handouts andreading notes.

Instruction of Strategic Processes — The steps that are required inorder to complete a task and move on to the next level.

Modelling (role playing, think alouds, and demonstrations) —Teachers model their use of strategies so that students canemulate them. Teachers verbalize all thoughts for students asthey demonstrate skills or processes. After several modellingexperiences, students should practise using the strategy inpairs. Ultimately, students should work independently withthe strategy.

Didactic Questioning — By asking leading questions, the teacher isable to draw information and answers from students.

Demonstrations — A teacher, student, or guest demonstrates atechnique to students. This technique works best if studentsare allowed to practise the technique on their own or in pairsfollowing the demonstration. The teacher or fellow studentscan offer feedback. Students should be given the opportunityto reflect on their proficiency and areas for improvement.

Direct InstructionStrategiesCheck off the strategiesyou are using.

! Lesson Overviews

! Guest Speakers

! Explicit Teaching

! Instruction ofStrategic Process

! Modelling

! Didactic Questioning

! Demonstrations

! Mini-Lessons

! Guides for Reading,Listening, Viewing

Mini-Lessons — Lessons that are 20 minutes in length. Recent brainresearch indicates that learning/retention occurs in the first20 minutes of each class.

Guides for Reading, Listening, Viewing — Providing students withguides (e.g., guided notes for a video) helps them to identifyimportant information and encourages attentiveness.

Indirect InstructionJigsaw — Individuals or small groups each explore a different topic

or a different area of the same topic. Individuals or groups arethen responsible for teaching their newly acquired knowledgeto the rest of the class.

Problem Solving — Stimulate student thinking by presenting asituation in which the student works through a process whichleads to a solution.

Inquiry and Research — Individually, in pairs or small groups,students explore topics and present their findings to the classvia an oral presentation or Gallery Walk.

Reading and Viewing for Meaning — Techniques of reading printmaterial and viewing visual media to become more conscious,discerning, critical, and appreciative readers.

Reflection — Learning Logs: Students regularly write short,spontaneous, exploratory, personal pieces of writing about thecontent they are studying. It is writing for thinking and notfor creating a polished product.

Admit/Exit Slips — Students fill in these small slips at thebeginning and end of the class. They help students to focus onwhat they expect to learn and reflect on what they havelearned. This provides the teacher with information onstudent learning.

Gallery Walks — Teachers or students display information andsamples on various topics throughout the room. Individually,in groups or as a class, students circulate and are presenteddifferent information at each station.

Concept Mapping — Assign student(s) a word or idea and have themgenerate related words and/or topics. Students then examinethe relationships between the words and ideas they havegenerated.


51

Indirect InstructionStrategiesCheck off the strategiesyou are using.

! Jigsaw

! Problem Solving

! Inquiry and Research

! Reading and Viewing for Meaning

! Reflection—Learning Logs

! Admit/Exit Slips

! Gallery Walks

! Concept Mapping


52

Experiential LearningField Trips — Students visit sites that relate to topics being studied.

The most successful excursions outside the classroom arethose that are organized because students have asked to visita particular site to further some aspect of research they haveundertaken.

Simulations — Students practise a skill or technique undercontrolled or ideal conditions with teacher or peer guidancebefore they are given the opportunity to perform on their own.

Primary Research — Research that explores original (first-hand)sources. May include interviews or reading first-hand accountsof a person’s experience or findings.

Games — Activities based on popular board or television games.Questions are based on course content and can be written bythe teacher or students. Can be used to review information orto activate learning prior to starting a unit.

Focused Imaging — Talking students through an event. Studentsmay choose to close their eyes, listen, and visualize as aspeaker describes a process, event, or location. Can beenhanced with sound effects.

Observations — Students and teacher can identify phenomena theyare looking for and observe the frequency of occurrence.Observations can also be used to determine how a processtakes place. It is important to remind students to remainobjective (record what they see) and not make assumptionsregarding causes of phenomena.

Role Playing — Teacher can provide, or the students can write skitswhich students act out in an effort to explain or demonstratean idea or the sequence of a process.

Surveys — Students or teacher develop questions and determine anaudience in an effort to study a phenomenon, belief, or theperceptions of others.

Experiential LearningStrategiesCheck off the strategiesyou are using.

! Field Trips

! Simulations

! Primary Research

! Games

! Focused Imaging

! Observations

! Role Playing

! Surveys


53

Independent StudyComputer-Assisted Instruction (CAI) — Software (computer

programs) that provide exercises for drill and practise, rapidevaluation of student response, student feedback, concreterepresentations of abstract concepts, and more one-on-oneinstructional time.

Essays and Reports — Research and write on a topic assigned by theteacher or one that the students have chosen.

Study Guides — Reviewing content through the use of a documentthat provides the framework of knowledge covered in a unit orcourse.

Learning Contracts — Teacher and students create a contract orproposal specifying the topic, learning outcomes, experiences,products, resources, timelines, and assessment.

Homework, Inquiry, and Research Projects — Students are given theopportunity to independently research and examineinformation that is covered in class.

Learning Centres — Organize the classroom into various activity orlearning stations. These offer opportunities for independentinquiry and exposure to a wide variety of materials andsources of information.

Interactive InstructionDebates — The class is divided into two groups (teams). Each team is

assigned one side of an issue to defend or promote. Teams areresponsible for generating support for their side of the issue.Following the time assigned for developing arguments,students individually argue points on behalf of their team byintroducing new points or offering a rebuttal to points madeby the other team.

Role Playing — The teacher can provide or the students can writeskits which students act out in an effort to explain ordemonstrate an idea or sequence of a process.

Panels — Groups of people with first-hand knowledge or experienceon a topic.

Independent StudyStrategiesCheck off the strategiesyou are using.

! Computer-Assisted Instruction (CAI)

! Essays and Reports

! Study Guides

! Learning Contracts

! Homework, Inquiry, and Research Projects

! Learning Centres


54

Brainstorming — Students generate ideas and information as aresult of contributing what they already know and building onthe ideas of others.

Peer Tutoring — Students learn from and teach one another as theyshare their work.

Discussion — Most useful way of transmitting information, learningwhat students think and know, and building a sense ofclassroom identity when all class members have a chance tospeak before anyone responds twice.

Co-operative Learning Groups — Students are placed into smallgroups or teams, based on the teachers’ criteria, and worktogether at various times to achieve common learning goals.

Problem Solving — A meaningful task which centres on overcomingconstraints or limiting conditions.

Talking Circles — Based on First Nations teachings, this processcreates a safe environment for discussion of conflicts, difficultsituations, or decisions student may face. This allows everystudent to be heard and teaches students to respect each otherand help build consensus (Manitoba Education and Training,Success for All Learners, 1996).

Peer Editing — Ongoing groups in which students give feedback ondrafts of each other’s writings for the purpose of improvement.

Interviewing — Students generate questions to ask and arrange aninterview with a person who has first-hand knowledge and/orexperience with a topic.

Interactive InstructionStrategiesCheck off the strategiesyou are using.

! Debates

! Role Playing

! Panels

! Brainstorming

! Peer Tutoring

! Discussion

! Co-operative Learning Groups

! Problem Solving

! Talking Circles

! Peer Editing

! Interviewing


55

Evaluation and AssessmentEvaluation is the process of interpreting information, deciding towhat extent curriculum learning outcomes have been attained, anddetermining what skills or understanding of content still need to beaddressed (Manitoba Education and Training, Success for AllLearners, 1996).

Classroom assessment is broadly defined as any activity orexperience that provides information about student learning.Teachers learn about student progress not only through formal tests,examinations, and projects, but also through moment-by-momentobservation of students in action (Manitoba Education and Training,Senior 1 English Language Arts: A Foundation for Implementation,1997). Assessment is the “systematic process of gathering informationabout what a student knows, is able to do, and is learning to do”(Manitoba Education and Training, Reporting on Student Progressand Achievement, 1997, 5). The purpose of assessment is to monitorstudent progress. Assessment is an ongoing part of learning.

Assessment Types and Purposes

Assessment Types and Purposes

Assessment of LearningSummative Assessment —

(To Prove Learning)

Assessment for LearningFormative Assessment —(To Improve Learning)

" How students have changed

" Checks what has been learned to date

" Is designed for those not directlyinvolved in daily learning and teaching

" Is presented in a periodic report

" Usually gathers information into easilydigestible numbers, scores, and marks

" Usually compares the student’slearning with either other students orthe standard for a grade level

" Does not need to involve the student

" Data on how the students are changing

" Checks learning to decide what to do next

" Designed to assist teachers and students

" Used in marking and conversation

" Usually detailed, specific, and descriptivefeedback in words as well as (or insteadof) numbers, scores, and marks

" Usually focused on improvement,compared with the student’s previousbest

" Needs to involve the student—the personmost able to improve learning

Assessment Types and Purposes: Adapted from Two Key Assessment Purposes by RuthSutton, Education Consultant and Trainer, Salford, England. Used with permission.


56

Characteristics of Effective Assessment Effective assessment assists learning. Effective assessment• is congruent with instruction• uses a wide range of tools and methods• is based on authentic tasks• is ongoing and continuous• is based on criteria that students know and understand• is a collaborative process involving students• focuses on what students have learned and can do

Details on each of the characteristics are provided in Senior 1English Language Arts: A Foundation for Implementation, ManitobaEducation and Training, 1997, Overview 24.

Assessment, Feedback, and LearningAssessment will have a greater impact on learning if it is donecarefully. The focus must be on the quality of feedback rather thanthe quantity of information gathered by the teachers. Researchindicates that assessment without good feedback may have little orno impact on the quality of learning, whether the student is a childor an adult (Sutton, 2002). Effective feedback should• connect with clear learning expectations which have been shared,

explained, and illustrated with students beforehand• be specific, in both the positive and the critical• offer alternatives, or ask the learner to do so• be descriptive, rather than consist of judgement alone• compare the student with other students rarely, if at all• focus on the task, not the person• be offered as soon as possible after the event to which it refers• look forward to the specific next steps to improve performance• encourage and plan for opportunities for the feedback to be used,

as soon as possible in the first instance• involve the learner wherever possible, to improve the chance of it

being understood and acted upon


57

Glossary of Assessment Tools and Methods Checklists — An instrument that specifies criteria or indicators of

merit on which the evaluator marks the presence or absence ofthe attributes being assessed.

Anecdotal Comments and Records — Data obtained from a writtendescription of an activity or behavioural incident.

Reviews of Drafts and Revisions — Self-correction to improvestudent’s learning. Capability to recognize and correctmistakes.

Rubrics and Marking Scales — A rubric can be an explicit descriptionof performance characteristics corresponding to a point on arating scale. A scoring rubric makes explicit expected qualitiesof performance on a rating scale or the definition of a singlescoring point on a scale.

Reflection Logs/Journals — A journal or diary, maintained by thestudent. The log can serve as a source of information for self-assessment or an evaluation, or can be included as part of aportfolio.

Self-Assessment Instruments — The process of judging one’s ownlearning/performance for the purpose of self-improvement (forexample, videotape, filling out self-rating forms, keeping a log,or compiling a portfolio).

Peer-Assessment Instruments — Evaluation of a student by anotherstudent, usually done to provide feedback to the evaluee forpurposes of improvement.

Written Assignments/Essays — Assess the student’s understandingof a subject through a written description, analysis,explanation, or summary. Involves critical thinking, analysis,and synthesis.

Demonstrations/Presentations — Students have the opportunity toshow their mastery of subject-area content and procedures.Allows students to verbalize their knowledge.

Projects — Participants actively plan and work with tools, materials,and processes to create a product. Projects are comprehensivedemonstrations of skills and knowledge that require a broadrange of competencies.

Tools and MethodsCheck off the tools/methods you are using.

! Checklists

! Anecdotal Commentsand Records

! Reviews of Drafts and Revisions

! Rubrics and Marking Scales

! Reflection Logs/ Journals

! Self-Assessment Instruments

! Peer-Assessment Instruments

! Written Assignments/Essays

! Demonstrations/ Presentations

! Projects

! Portfolios

! Journaling or Notebooking

! Tests and Exams

! Quizzes


58

Portfolios — Refer to Success for All Learners, Chapter 11.10. Usuallyfiles or folders that contain collections of a student’s work.They provide a broad portrait of individual performance,assembled over time.

Journaling or Notebooking — Short, spontaneous, exploratorywriting, often done amid or between other activities. A recordof events which students may be asked to keep as part of theirlearning.

Tests and Exams — Refer to Success for All Learners, Chapter 11.16.A device or technique used to measure the performance, skilllevel, or knowledge of a learner on a specific subject matter. Itusually involves quantification of results — a number thatrepresents an ability or characteristic of the person beingtested.

Quizzes — A short test to measure achievement on material recentlytaught or on any small, newly completed unit of work.

Rewriting Objectives toLearning Outcomes

• Why Learning Outcomes?

• What Are Learning Outcomes?

• What Are General Learning Outcomes (GLOs)?

• What Are Specific Learning Outcomes (SLOs)?

• What Are the Characteristics of Good Learning Outcomes?

• What Is the Importance of Action Verbs?

• Writing Learning Outcomes

• Home Economics/Industrial Arts: Rewriting Objectives to Learning Outcomes Samples

• Tips for Rewriting Objectives to Learning Outcomes

REWRITING OBJECTIVES TO LEARNING OUTCOMES

What Are Learning Outcomes?Learning outcomes are statements that indicate what learners willknow or be able to do as a result of a learning activity. Learningoutcomes are usually expressed as knowledge, skills, or attitudes.

Learning outcomes provide direction in the planning of a learningactivity. They help to • focus on the learner’s behaviour/action• serve as guidelines for content, instruction, and assessment• identify specifically what should be learned• convey to learners exactly what is to be accomplished

Why Learning Outcomes?• enable students to learn more effectively• enable teachers to design their materials more effectively by acting

as a template • enable teachers to select the teaching strategy for the intended

learning outcome• enable teachers to select the assessment strategy based on the

materials delivered

What Are General Learning Outcomes (GLOs)?GLOs identify the broad categories of knowledge, skills, and attitudesthat students are expected to learn and be able to do in a subject areaor course.

What Are Specific Learning Outcomes (SLOs)?SLOs identify the knowledge, skills, and attitudes that contribute toa GLO.

What Are the Characteristics of Good Learning Outcomes?Learning outcomes have three distinguishing characteristics. Thespecific action by the learner must be:1. observable 2. measurable3. obtainable


61

What Is the Importance of Action Verbs?The verb chosen for each learning outcome statement should be anaction verb which results in behaviour that can be observed andmeasured.

The following verbs can be used in writing learning outcomes.

Verb List for Writing Student Learning Outcomes

Verbal/LinguisticVerbs

AdaptAddressAmendAnswerArgueArticulateAssociateComposeConvertConvinceCreateCritiqueDebateDefendDefineDemonstrateDescribeDevise

DiscussDisplayDistinguishDraftElaborateEmbellishEnrichEnunciateExpandExplainExpress in

other termsExtendFormGeneralizeGenerateGive

examples

Give in ownwords

IndicateInformInterviewIntroduceInventJustifyLabelListListenMake upMemorizeModifyNameParaphrasePoint outPredict

PrescribePresentPretendProducePublishQuestionQuoteReadRecallReciteRecognizeRecommendRedirectRelateRepeatReportRestateRespond

RetellRewordRewriteReviseSpecifyStateSuggestSummarizeSynthesizeTeachTellTranslateTransmitUseWrite

InterpersonalVerbs

IntrapersonalVerbs

AdviseArticulateAssignCoachCommunicate

an opinionComposeContributeCreateDemonstrate

DesignDiscussDisplayEducateEmpathizeEncounterEvaluateExperienceExplainGive feedback

IdentifyIllustrateImproveInterpretInterviewInstructJustifyListenMotivateOrganize

PerceivePlanPlayPractisePresentProjectReceive

feedbackRecordRelate

Role playSeekShareShowSolveSpell outTeachTrainTranslateWrite

AccessAdvocateAmendAnalyzeApplyAppraiseAssessAssimilateAwardChooseCommunicate

an ideaCompare

ContrastConcentrateConcludeContributeCreateCritiqueDecideDefendDemonstrateDescribeDetermineDiscriminateDraw

EvaluateExplainExploreFocusIllustrateImagineInterpolateInterpretJudgeListMakeNarratePlan

Point outPositionPractisePrepareProposeRankRateRecognizeRecountRedrawReflectReportReview

ReviseRewriteSelectSelf-reflectShareShowSuggestSupportTellTrackUseValidateWrite

(continued)


62

Verb List for Writing Student Learning Outcomes (continued)

Logical/MathematicalVerbs

AnalyzeAppraiseApplyArrangeBrainstormBreak downCalculateCause/EffectCheckClassifyCombineCompareComputeConcludeContrast

ConvertCountCriticizeDecideDecipherDeduceDemonstrateDeriveDetectDetermineDevelopDeviseDifferentiateDiscernDiscover

DiscriminateDistinguishEstimateEvaluateExamineExerciseExtrapolateFind

examplesFind

relationshipsFind

unknownFormulateGrasp

HypothesizeInferIntegrateInterpretLinkMeasureModifyObserveOrderOutlinePlotPonderPredictProvePuzzle

RankResolveSelectSeparateSequenceSimplifySolveTestTrackTranslateUnifyVerify

Body/KinaestheticVerbs

Act outAdjustApplyArrangeBendBlendBuildCategorizeChangeChooseClassifyCollect

informationCombineCompareCompileCompleteConductConstructCountCreateDemonstrateDesign

DetermineDevelopDeviseDiscoverDisplayDivideDocumentDramatizeEngageErectExamineExecuteExerciseExperimentFill inFindFoldFormFuseGaugeGroupImitateInspect

InterpretInventInvestigateJumpKeep recordsLeapLocateMakeMake upManipulateMatchMeasureModelModifyMoveOperateOrderOrganizeParticipatePerformPickPlanPoint

PostPractisePreparePresentProducePutPut in orderPut to usePut togetherRearrangeReconstructRecordReorderReorganizeRestructureRole playRotateSearchSelectSeparateShakeShowSimulate

SortSpinSpringStageStandStretchSubdivideSurveyTabulateTake apartTouchTraceTrackTrainTransferTurnTwistUncoverUnderlineUseVaultWrite

(continued)


63

Writing Learning OutcomesUse the blank templates and samples included in this package as aguideline as you rewrite objectives as learning outcomes. Blanktemplates and samples are also be available online at ManitobaEducation and Youth’s website (www.edu.gov.mb.ca/ks4/). Additionalwebsite links are available on this website.

Home Economics / Industrial Arts: Rewriting Objectives to LearningOutcomes SamplesHome Economics: Food and Nutrition To integrate a variety of foods from each food group every day inone’s diet to provide the energy necessary to lead an active life (referto page 70).

Home Economics: Human DevelopmentTo recognize the importance of meeting basic needs and healthypersonal development (refer to page 71).

Home Economics: Clothing and TextilesTo demonstrate an understanding that assists the consumer to makeeducated decisions about textile products (refer to page 72).

Verb List for Writing Student Learning Outcomes (continued)

Visual/SpatialVerbs

BuildCastChangeChartConvertComposeCopyCreateDecorateDemonstrate

DesignDiagramDistinguishDivideDrawElaborateEmbellishEnlargeExpandForm

FormulateGraphIdentifyIllustrateImproveIntegrateInterpretInventLabelList

MakeMarkMind mapModelOrganizeOriginateOutlineProduceRearrangeRecognize

RenderReorderRepresentReproduceShowSketchTransform

Musical/RhythmicVerbs

AmplifyArrangeBlendClassifyCompare/

ContrastComposeCreate

DemonstrateElevateEnhanceExplainExpressHarmonizeHearHum

IllustrateIncorporateInterpretListenMake upModifyOrchestratePerform

PlayPractisePresentProduceRepresentRetellSelectShow

SingStageTrainModifyWrite about


64

Industrial Arts: Comprehensive Safety To demonstrate safe practices with tools, machines, materials, andrelated processes (refer to page 73).

Industrial Arts: Comprehensive MeasurementTo select appropriate measurement tools and apply measurements inpractice (refer to page 74).

Industrial Arts: Planning and DesignTo perform tasks that demonstrate application of the design processto a project (refer to page 75).

Tips for Rewriting Objectives to Learning Outcomes• Start with the Advanced general learning outcomes and proceed to

the Intermediate, Introductory, and then Exploratory learningoutcomes. Use a backward process.

• Compare the learning outcomes in each category with what youare currently doing in the classroom.

• Keep the general learning outcomes plain and simple.• The specific learning outcomes have to support the general

learning outcome.


65

Home Economics/Industrial ArtsLearning Outcomes Samples

• Home Economics: Food and Nutrition

• Home Economics: Human Development

• Home Economics: Clothing and Textiles

• Industrial Arts: Comprehensive Safety

• Industrial Arts: Comprehensive Measurement

• Industrial Arts: Planning and Design

• Blank Learning Outcome Templates

LEARNING OUTCOMES SAMPLESThis document has been designed to allow for maximum flexibility toprovide Middle Years students in Manitoba with the opportunity toexperience the hands-on skills development, knowledge, andresources available in Home Economics/Industrial Arts education.Middle Years education can be categorized from Grades 5 to 8 orGrade 6 to Senior 1, depending on the educational setting. It is forthis reason that four levels of learning outcomes (exploratory,introductory, intermediate, and advanced) that are not grade-specifichave been outlined in this document. The four levels provide anopportunity for each school to select the time allocation that suits theneeds of their learning environment to incorporate Middle YearsHome Economics/Industrial Arts programming into their educationalplan. The inclusion of Home Economics/Industrial Arts education inthe Middle Years involves the implementation of the three Cs—Commitment to Middle Years Home Economics/Industrial Artseducation by Careful and Cooperative timetabling.


69


70

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iscu

ss a

ctiv

ity

leve

l an

d bo

dy s

ize

fact

ors

that

det

erm

ine

the

num

ber

of s

ervi

ngs.

Sugg

este

d Le

arni

ng A

ctiv

ity

Tast

e Te

st:

Proc

esse

dsn

acks

(fa

t/su

gar/

salt

-ba

sed

snac

ks)

com

pare

d to

snac

ks c

hose

n fr

om t

heFo

odG

uide

.

Tast

e Te

st:

Com

pare

and

cont

rast

“lig

ht,”

“lo

wso

dium

/fat

” pr

oduc

ts,

tore

gula

r pr

oduc

t lin

es.

Proc

ess/

Proj

ect

Plan

and

pre

pare

anu

trit

ious

sna

ck t

hat

enco

mpa

sses

foo

d(s)

fro

mth

e fo

od g

uide

.

1.Co

mpa

re a

nd c

ontr

ast

vari

ous

food

gui

des:

•Ch

ina

Pago

da•

Gre

at B

rita

in F

ood

Plat

e•

Cana

dian

Veg

an•

Amer

ican

Foo

dPy

ram

id•

Cana

dian

Nor

ther

nG

uide

•Ca

nada

’s F

ood

Gui

de

Sugg

este

d Le

arni

ng A

ctiv

ity

Div

ide

clas

s in

to g

roup

sto

res

earc

h an

dco

mpa

re/c

ontr

ast

agu

ide/

pyra

mid

/pag

oda/

plat

e to

the

CFG

for

Hea

lthy

Eat

ing.

Proc

ess/

Proj

ect

Each

gro

up t

o pl

an a

ndpr

epar

e a

mea

l pl

an f

rom

one

of t

he f

ood

guid

es/

plat

es/p

agod

as.

•Ex

plic

it t

each

ing

•D

idac

tic

Que

stio

ning

•Ji

gsaw

•Re

adin

g an

d Vi

ewin

gfo

r M

eani

ng•

Brai

nsto

rmin

g•

Dis

cuss

ion

•Re

sear

ch

•G

alle

ry W

alk

•Re

sear

ch•

Gal

lery

Wal

k

•Ch

eckl

ists

•Ru

bric

s•

Self

-ass

essm

ent

•Pr

esen

tati

ons

•Pr

ojec

ts

•Se

lf-a

sses

smen

t•

Peer

Ass

essm

ent

•Pr

ojec

ts•

Wri

tten

Ass

ignm

ents

•Pr

esen

tati

ons

•Jo

urna

ling/

Not

eboo

king

Hom

e Ec

onom

ics:

Food

and

Nut

riti

on


71

Gen

eral

Lea

rnin

g O

utco

me:

To r

ecog

nize

the

im

port

ance

of

mee

ting

bas

ic n

eeds

and

hea

lthy

per

sona

l de

velo

pmen

t.

Form

er M

ajor

Obj

ecti

ve:

To g

ain

an u

nder

stan

ding

of

ours

elve

s th

roug

h th

e st

udy

of c

hild

dev

elop

men

t. (

Hom

e Ec

onom

ics

7-9,

Man

itob

a Ed

ucat

ion:

1985

, 37

)

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

1. I

dent

ify

the

basi

cne

eds

— P

hysi

cal,

Soci

al,

Inte

llect

ual,

and

Emot

iona

l

2.Id

enti

fy t

he p

eopl

ew

ho f

acili

tate

mee

ting

basi

c ne

eds.

•Pe

er g

roup

s•

Fam

ilies

•Co

ache

s•

Teac

hers

, et

c.

Sugg

este

d Le

arni

ng A

ctiv

ity

Smal

l-gr

oup

disc

ussi

ons/

brai

nsto

rmin

g fo

r te

npe

ople

tha

t st

uden

tsde

pend

on,

and

why

stud

ents

dep

end

onth

em.

Clas

sify

the

nee

dsas

phy

sica

l, i

ntel

lect

ual,

soci

al,

or e

mot

iona

l.

Proc

ess/

Proj

ect

Crea

te a

wor

d or

pho

toco

llage

of

peop

le w

hoas

sist

stu

dent

s to

mee

tth

eir

diff

eren

t ty

pes

ofne

eds.

1. D

escr

ibe

the

fact

ors

that

enh

ance

or

inhi

bit

the

mee

ting

of

basi

c ne

eds.

For

exam

ple:

•Fa

mili

es•

Brea

kfas

t pr

ogra

ms

•Fr

iend

s•

Bulli

es•

Gov

ernm

ent

stan

dard

s of

foo

d,he

alth

car

e, e

tc.

•D

isas

ters

, et

c.

Sugg

este

d Le

arni

ng A

ctiv

ity

Crea

te a

sur

vivo

r ga

me

base

d on

cas

e st

udie

s.

Proc

ess/

Proj

ect

Dev

elop

a c

lass

bul

leti

nbo

ard

feat

urin

g pi

ctur

es,

poem

s, m

edia

, ar

ticl

es,

etc.

, th

at i

llust

rate

bas

icne

eds

bein

g m

et o

rre

quir

ing

a fu

rthe

rco

mm

itm

ent.

1. D

eter

min

e th

eco

nnec

tion

bet

wee

nm

eeti

ng b

asic

nee

ds a

ndhe

alth

y pe

rson

alde

velo

pmen

t.

Sugg

este

d Le

arni

ng A

ctiv

ity

Rela

te t

rue

and

fict

iona

lst

orie

s of

fer

al c

hild

ren

(Am

ala

and

Kam

ala

ofIn

dia,

the

Gaz

elle

boy

of

the

Saha

ra D

eser

t, e

tc.

vs.

Tarz

an,

Mow

gli,

Rom

ulus

and

Rem

us,

Geo

rge

of t

heJu

ngle

), a

nd c

ompa

re t

heca

pabi

litie

s of

fer

alch

ildre

n to

tho

se c

reat

edin

fic

tion

, or

to

stud

ents

them

selv

es.

Proc

ess/

Proj

ect

Surv

ivor

Gam

es:

Wha

tw

ould

you

tak

e w

ith

you

on a

20-

year

rou

nd t

rip

toM

ars?

On

a lif

e ra

ft?

View

par

ts o

f fi

lms:

Gre

ysto

ke:

The

Lege

nd o

fTa

rzan

, Lo

rd o

f th

e A

pes

(198

4),

Cast

away

.

1. A

naly

ze t

he s

peci

alne

eds

of p

eopl

e at

vari

ous

stag

es o

f th

eir

lives

. Sugg

este

d Le

arni

ng A

ctiv

ity

Plan

act

ivit

ies

that

will

help

pro

vide

the

bas

icne

eds

for

an e

lem

enta

ry-

aged

or

spec

ial

need

sst

uden

t.

Proc

ess/

Proj

ect

Visi

t a

spec

ial

need

s or

elem

enta

ry s

choo

lcl

assr

oom

whe

re s

tude

nts

wou

ld l

ead

or f

acili

tate

an a

ctiv

ity.

•G

uest

Spe

aker

•D

idac

tic

Que

stio

ning

•Ji

gsaw

•Co

ncep

t M

appi

ng•

Adm

it/E

xit

Slip

s•

Essa

ys a

nd R

epor

ts•

Dis

cuss

ion

•Ex

plic

it T

each

ing

•D

idac

tic

Que

stio

ning

•Pr

oble

m S

olvi

ng•

Inqu

iry

and

Rese

arch

•G

alle

ry W

alks

•Pr

imar

y Re

sear

ch•

Focu

sed

Imag

ing

•D

iscu

ssio

n

•Ro

le P

layi

ng•

Gui

des

for

View

ing

•Pr

oble

m S

olvi

ng•

Inqu

iry

and

Rese

arch

•Ad

mit

/Exi

t Sl

ips

•G

alle

ry W

alks

•Fi

eld

Trip

s•

Gam

es

•Re

flec

tion

Log

s•

Self

-ass

essm

ent

•W

ritt

en A

ssig

nmen

t•

Qui

zzes

•Re

flec

tion

Log

s•

Jour

nalin

g or

Not

eboo

king

•Ru

bric

s

•Se

lf-a

sses

smen

t•

Pres

enta

tion

s•

Port

folio

s•

Rubr

ics

Hom

e Ec

onom

ics:

Hum

an D

evel

opm

ent


72

Gen

eral

Lea

rnin

g O

utco

me:

To d

emon

stra

te a

n un

ders

tand

ing

that

ass

ists

the

con

sum

er t

o m

ake

educ

ated

dec

isio

ns a

bout

tex

tile

pro

duct

s.

Form

er M

ajor

Obj

ecti

ve:

To g

ain

unde

rsta

ndin

g w

hich

ass

ists

the

con

sum

er i

n m

akin

g de

cisi

ons

abou

t te

xtile

pro

duct

s. (

Hom

e Ec

onom

ics

7-9,

Man

itob

a Ed

ucat

ion:

198

5, 5

9)

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

1. I

dent

ify

diff

eren

ces

betw

een

wov

en a

ndkn

it f

abri

cs.

Sugg

este

d Le

arni

ng A

ctiv

ity

Fabr

ic g

rab

bag

Proc

ess/

Proj

ect

Sele

ct k

nit

and

wov

enfa

bric

to

crea

te a

tex

tile

prod

uct.

•be

an b

ag p

roje

ct•

book

mar

ks•

penc

il ca

se

1. D

emon

stra

tekn

owle

dge

that

fib

res

are

the

build

ing

bloc

kof

fab

ric.

2.D

emon

stra

tekn

owle

dge

that

the

rear

e tw

o fi

bre

cate

gori

es:

natu

ral/

synt

heti

c.

Sugg

este

d Le

arni

ng A

ctiv

ity

Dis

sect

fab

ric

into

com

pone

nts:

fib

re t

oya

rn p

roce

ss.

Clas

sify

fib

res

into

cate

gori

es (

natu

ral/

synt

heti

c) b

y re

adin

g th

efi

bre

cont

ent

labe

ls o

ncl

othi

ng.

Proc

ess/

Proj

ect

Take

stu

dent

s fa

bric

shop

ping

.

Colle

ct f

ibre

con

tent

info

rmat

ion

from

rea

ding

fibr

e co

nten

t la

bels

on

item

s at

hom

e.

Usi

ng a

cha

rt,

clas

sify

item

s in

to f

ibre

cate

gori

es:

natu

ral/

synt

heti

c.

Clas

sify

the

fin

ding

sth

roug

h th

e cr

eati

on o

f a

char

t.

1. D

emon

stra

te k

now

ledg

eof

cha

ract

eris

tics

of

fibr

es. Su

gges

ted

Lear

ning

Act

ivit

y

Expe

rim

ent

wit

h fa

bric

s:

•bu

rn t

est

•ab

sorp

tion

tes

t•

wri

nkle

tes

t

Rese

arch

act

ivit

y:m

ost

com

mon

ly u

sed

fibr

es.

Proc

ess/

Proj

ect

Mat

ch u

sing

pri

orkn

owle

dge:

tex

tile

ite

ms

tofa

bric

wit

h ap

prop

riat

efi

bre

cont

ent

(e.g

., n

ylon

for

carp

etin

g).

1. M

ake

deci

sion

s ba

sed

on p

revi

ous

know

ledg

eto

sel

ect

appr

opri

ate

fabr

ics

for

spec

ific

end

uses

.

Sugg

este

d Le

arni

ng A

ctiv

ity

Sele

ct a

nd a

sses

s th

efa

bric

tha

t is

sel

ecte

d fo

ra

spec

ific

end

use

.

Proc

ess/

Proj

ect

Mat

ch c

hara

cter

isti

cs o

ffi

bres

to

the

mos

tap

prop

riat

e en

d us

e in

apr

ojec

t.

•D

idac

tic

Que

stio

ning

•D

emon

stra

tion

•In

quir

y an

d Re

sear

ch•

Obs

erva

tion

s•

Gal

lery

Wal

k

•Ji

gsaw

•In

quir

y an

d Re

sear

ch•

Obs

erva

tion

s

•Fi

eld

trip

•In

quir

y an

d Re

sear

ch•

Prob

lem

Sol

ving

•Su

rvey

•Pr

imar

y Re

sear

ch•

Gue

stSp

eake

rs

•Jo

urna

ling

and

Not

eboo

king

•Ch

eckl

ist

•Q

uizz

es o

r Te

sts

•Ru

bric

: w

ww

.ru

bist

ar.4

teac

hers

.org

•D

emon

stra

tion

/Pr

esen

tati

on•

Chec

klis

ts•

Self

-ass

essm

ent

•Pe

er A

sses

smen

t•

Jour

nalin

g or

Not

eboo

king

•Re

flec

tion

Hom

e Ec

onom

ics:

Clo

thin

g an

d Te

xtile

s


73

Gen

eral

Lea

rnin

g O

utco

me:

To d

emon

stra

te s

afe

prac

tice

s w

ith

tool

s, m

achi

nes,

mat

eria

ls,

and

rela

ted

proc

esse

s.

Form

er M

ajor

Obj

ecti

ve:

To d

evel

op s

afet

y co

nsci

ousn

ess

in t

he u

se o

f to

ols,

mac

hine

s, a

nd p

roce

sses

, th

roug

h a

wid

e ra

nge

of e

xper

ienc

es r

elat

edto

the

ind

ivid

ual

and

to t

he p

rodu

ctio

n an

d se

rvic

ing

aspe

cts

of h

obbi

es a

nd i

ndus

trie

s. (

Indu

stri

al A

rts

7-9:

Core

Saf

ety

Obj

ecti

ve i

n A

ll C

urri

cula

,M

anit

oba

Educ

atio

n: 1

983)

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

1.

Iden

tify

and

loc

ate

safe

ty e

quip

men

t/re

sour

ces

in t

he l

ab.

•Ey

e-w

ash

stat

ion

•Si

gnag

e•

Wor

k zo

nes

•Pe

rson

al p

rote

ctiv

eeq

uipm

ent

•W

HM

IS

2.Id

enti

fy a

nd d

emon

stra

tesa

fe l

ab p

ract

ices

.

•Be

havi

our/

cond

uct

•Pe

rson

al p

rote

ctiv

eeq

uipm

ent

3.D

emon

stra

te s

afe

use

ofto

ols

and

mac

hine

s.

Sugg

este

d Le

arni

ng A

ctiv

ity

Room

map

Revi

ew o

f sa

fety

man

uals

Haz

ardo

us s

ymbo

lid

enti

fica

tion

Proc

ess/

Proj

ect

Des

ign

and

cons

truc

t a

safe

ty p

oste

r.

Cons

truc

t a

prod

uct

wit

hto

ols

and

mac

hine

ry i

nac

cord

ance

wit

h sa

fe w

ork

prac

tice

s.

1. S

tate

the

haz

ards

tha

tar

e in

here

nt i

n a

prod

ucti

on p

roce

ss.

2. D

efin

e/in

terp

ret

MSD

Sre

late

d to

spe

cifi

cpr

oduc

ts u

sed

in t

he l

ab

3. I

dent

ify

and

dem

onst

rate

safe

lab

pra

ctic

es.

•Be

havi

our/

cond

uct

•Pe

rson

al p

rote

ctiv

eeq

uipm

ent

4. D

emon

stra

te s

afe

use

ofto

ols

and

mac

hine

s.

Sugg

este

d Le

arni

ng A

ctiv

ity

List

pot

enti

al h

azar

dsas

soci

ated

wit

h a

prod

ucti

onpr

oces

s.

Part

icip

ate

in l

ab i

nspe

ctio

nan

d co

mpl

ete

chec

klis

t.

Revi

ew a

vid

eo t

hat

dem

onst

rate

s sa

fe h

andl

ing

proc

edur

es.

Proc

ess/

Proj

ect

Cons

truc

t a

prod

uct

wit

hto

ols

and

mac

hine

ry i

nac

cord

ance

wit

h sa

fe w

ork

prac

tice

s.

1.

Anal

yze

haza

rds

that

are

inhe

rent

in

a pr

oduc

tion

proc

ess.

2. I

dent

ify

envi

ronm

enta

l an

dw

orkp

lace

im

pact

s on

the

use

of h

azar

dous

mat

eria

ls.

3. I

dent

ify

and

dem

onst

rate

safe

lab

pra

ctic

es.

•Be

havi

our/

cond

uct

•Pe

rson

al p

rote

ctiv

eeq

uipm

ent

4. D

emon

stra

te s

afe

use

ofto

ols

and

mac

hine

s

Sugg

este

d Le

arni

ng A

ctiv

ity

Det

erm

ine

and

exec

ute

safe

oper

atin

g pr

oced

ures

whe

npe

rfor

min

g a

prod

ucti

onpr

oces

s.

Gro

up d

iscu

ssio

n/vi

deo

revi

ew o

f en

viro

nmen

tal

impa

ct o

f th

e us

e of

mat

eria

ls.

Proc

ess/

Proj

ect

Perf

orm

a p

rodu

ctio

n pr

oces

sw

ith

sequ

enti

al o

pera

tion

sus

ing

safe

wor

k pr

acti

ces.

1.

Det

erm

ine

and

exec

ute

safe

pra

ctic

es a

ndpr

oced

ures

req

uire

d fo

rea

ch p

roce

ss.

2.

Anal

yze

the

envi

ronm

enta

l im

pact

of

the

use

of h

azar

dous

mat

eria

ls.

3. S

imul

ate

and

reac

t to

ahy

poth

etic

al h

azar

dous

situ

atio

n.

4. I

dent

ify

and

dem

onst

rate

safe

lab

pra

ctic

es.

•Be

havi

our/

cond

uct

•Pe

rson

al p

rote

ctiv

eeq

uipm

ent

5. D

emon

stra

te s

afe

use

ofto

ols

and

mac

hine

s.

Sugg

este

d Le

arni

ng A

ctiv

ity

Role

-pla

y a

hypo

thet

ical

haza

rdou

s si

tuat

ion.

Asse

ss t

he e

nvir

onm

enta

lan

d hu

man

im

pact

of

prod

ucin

g a

proj

ect.

Proc

ess/

Proj

ect

Rese

arch

pro

ject

on

natu

ral

reso

urce

man

agem

ent.

Des

ign

jigs

and

fix

ture

s fo

rsa

fe p

rodu

ctio

n pr

oced

ures

.

•Le

sson

Ove

rvie

w•

Dem

onst

rati

ons

•G

uide

s fo

r Re

adin

g,Li

sten

ing,

Vie

win

g•

Fiel

d Tr

ips

•H

omew

ork

Inqu

iry

•Si

mul

atio

ns•

Role

Pla

ying

•Br

ains

torm

ing

•Pr

oble

m S

olvi

ng•

Dis

cuss

ions

•Co

oper

ativ

e Le

arni

ngG

roup

s•

Gue

st S

peak

er•

Peer

Tut

orin

g

•Ch

eckl

ists

•Br

ains

torm

ing

•In

quir

y an

d Re

sear

ch•

Dis

cuss

ion

•In

quir

y an

d Re

sear

ch•

Prob

lem

Sol

ving

•Co

oper

ativ

e Le

arni

ng•

Obs

erva

tion

•Re

flec

tion

Jou

rnal

•Ch

eckl

ist

•D

emon

stra

tion

s•

Pres

enta

tion

s•

Rubr

ics

•Pe

er A

sses

smen

t•

Test

s•

Qui

zzes

•Ch

eckl

ist

•An

ecdo

tal

Com

men

ts a

ndRe

cord

s•

Dem

onst

rati

ons/

Pres

enta

tion

s

•Pr

ojec

ts•

Rubr

ics

and

Mar

keti

ngSc

ales

: w

ww

.ru

bist

ar.4

teac

hers

.org

•D

emon

stra

tion

s/Pr

esen

tati

ons

Indu

stri

al A

rts:

Com

preh

ensi

ve S

afet

y


74

Gen

eral

Lea

rnin

g O

utco

me:

To s

elec

t ap

prop

riat

e m

easu

rem

ent

tool

s an

d ap

ply

mea

sure

men

ts i

n pr

acti

ce.

Form

er M

ajor

Obj

ecti

ve:

To g

ain

know

ledg

e an

d sk

ills

rela

ted

to i

mpe

rial

and

SI

met

ric

syst

ems

of m

easu

rem

ent,

mea

suri

ng d

evic

es,

and

test

ing

devi

ces.

(In

dust

rial

Art

s 7-

9:Co

re S

afet

y O

bjec

tive

in

All

Cur

ricu

la,

Man

itob

a Ed

ucat

ion:

198

3)

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

1.

Def

ine

mea

sure

men

t an

dth

e ne

ed f

or a

ccur

ate

mea

sure

men

t.

2.

Iden

tify

uni

ts a

nd u

sem

easu

rem

ent

for

prac

tica

l pu

rpos

e.

3.

Iden

tify

and

com

pare

the

unit

s in

im

peri

al v

s.m

etri

c. Sugg

este

d Le

arni

ng A

ctiv

ity

Iden

tify

sit

uati

ons

whe

rem

easu

rem

ent

is u

sed.

Sele

ct a

ppro

pria

tem

easu

rem

ent

tool

s to

mat

cha

task

. Proc

ess/

Proj

ect

Mea

sure

com

mon

obj

ects

wit

h m

easu

rem

ent

tool

s.

Dra

w s

impl

e tw

o-di

men

sion

al l

ayou

t.

1.

Dem

onst

rate

the

use

of

vari

ous

mea

suri

ngin

stru

men

ts.

2.

Appl

y m

easu

rem

ent

unit

san

d us

e to

ols

spec

ific

to

perf

orm

ing

a ta

sk,

e.g.

,

•Sc

ale

rule

r•

Tape

mea

sure

•

Mic

rom

eter

•Po

int

syst

em

3.

Iden

tify

cha

ract

eris

tics

of t

he m

easu

rem

ent

syst

em. Sugg

este

d Le

arni

ng A

ctiv

ity

Tran

sfer

mea

sure

men

tsfr

om d

raw

ing

to m

ater

ial.

Proc

ess/

Proj

ect

Dra

w t

hree

-dim

ensi

onal

layo

ut.

Cons

truc

t a

proj

ect

from

woo

d, p

aper

, or

met

al t

hat

invo

lves

tra

nsfe

rrin

gm

easu

rem

ents

usi

ngsp

ecif

ic t

ools

.

1.

Inte

rpre

t un

its

ofm

easu

rem

ent

from

var

ious

sour

ces

and

appl

y to

ata

sk.

2.

Man

ipul

ate

num

bers

in

the

mea

sure

men

t sy

stem

.

Sugg

este

d Le

arni

ng A

ctiv

ity

Read

and

int

erpr

et d

etai

led

proj

ect

plan

s su

ch a

sco

nstr

ucti

on w

orki

ng d

raw

ings

(blu

epri

nt).

Use

mea

sure

men

t to

ols

tom

easu

re a

rea

and

linea

r un

its.

Proc

ess/

Proj

ect

Read

and

int

erpr

etm

easu

rem

ents

fro

m a

pla

nan

d us

e ap

prop

riat

e to

ols

tola

y ou

t an

d m

easu

rem

ater

ials

nee

ded

for

cons

truc

tion

of

a w

ood,

pape

r, o

r m

etal

pro

ject

.

Crea

te p

lan

view

con

stru

ctio

ndr

awin

gs.

1.

Dec

ide,

sel

ect,

and

use

appr

opri

ate

mea

sure

-m

ent

unit

s an

d to

ols

inpe

rfor

min

g a

task

.

2.

Appl

y kn

owle

dge

orab

ility

to

man

ipul

ate

num

bers

in

the

mea

sure

men

t sy

stem

to

alte

r an

exi

stin

g pa

tter

npl

an. Su

gges

ted

Lear

ning

Act

ivit

yCr

eate

a p

lan

invo

lvin

gm

easu

rem

ents

.

Assi

gn u

nits

of

mea

sure

to

apr

ojec

t, o

r al

ter

plan

s fo

ran

exi

stin

g pr

ojec

t.

Use

mea

sure

men

t to

ols

tocr

eate

a b

ill o

f m

ater

ials

.

Proc

ess/

Proj

ect

Alte

r di

men

sion

s of

an

exis

ting

pla

n as

par

t of

the

cons

truc

tion

of

a pr

ojec

t.

Sele

ct a

nd u

se a

ppro

pria

tem

easu

rem

ent

and

layo

utto

ols

in t

he p

roce

ss.

Plan

/des

ign

a pr

ojec

t an

dap

ply

mea

sure

men

t sk

ills

duri

ng t

he d

evel

opm

ent

ofth

e pr

ojec

t.

•D

emon

stra

tion

•D

iscu

ssio

n•

Less

on O

verv

iew

s•

Did

acti

c Q

uest

ioni

ng

•Ex

plic

it T

each

ing

•Pr

oble

m S

olvi

ng

•Pr

oble

m S

olvi

ng•

Inqu

iry

and

Rese

arch

Proj

ects

•Pr

imar

y Re

sear

ch•

Obs

erva

tion

s

•Pr

ojec

t

•D

emon

stra

tion

s•

Proj

ects

•Q

uizz

es•

Test

s•

Rubr

ic

•Se

lf-a

sses

smen

t•

Chec

klis

t•

Rubr

ics

•Pe

er A

sses

smen

t•

Port

folio

•Re

view

of

Dra

fts/

Revi

sion

s•

Test

and

Exa

ms

•Se

lf-a

sses

smen

t•

Chec

klis

t•

Rubr

ics

•Pe

er A

sses

smen

t•

Port

folio

Indu

stri

al A

rts:

Com

preh

ensi

ve M

easu

rem

ent


75

Gen

eral

Lea

rnin

g O

utco

me:

To p

erfo

rm t

asks

tha

t de

mon

stra

te a

pplic

atio

n of

the

des

ign

proc

ess

to a

pro

ject

.

Form

er M

ajor

Obj

ecti

ve:

To d

evel

op s

kills

in

and

to u

nder

stan

d th

e pr

inci

ples

of

plan

ning

and

des

ign,

and

to

appl

y th

ese

skill

s an

d pr

inci

ples

to

elec

tric

ity/

elec

tron

ics.

(In

dust

rial

Art

s 7-

9:Po

wer

and

Ene

rgy,

Sec

tion

5,

Plan

ning

and

Des

ign,

Man

itob

a Ed

ucat

ion:

198

3)

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

1. I

dent

ify

and

expl

ain

the

step

s in

the

des

ign

proc

ess.

Sugg

este

d Le

arni

ng A

ctiv

ity

Prac

tise

bra

inst

orm

ing

stag

e of

the

des

ign

proc

ess.

Usi

ng a

n ex

isti

ngin

vent

ion,

ide

ntif

y th

est

eps

for

its

deve

lopm

ent.

Proc

ess/

Proj

ect

Repr

esen

t th

e st

eps

ofde

sign

ing

in a

usu

alpr

esen

tati

on c

hart

.

1. A

dapt

an

exis

ting

prod

uct

utili

zing

the

desi

gn p

roce

ss.

Sugg

este

d Le

arni

ng A

ctiv

ity

Chan

ge a

por

tion

of

anex

isti

ng d

esig

n.

Proc

ess/

Proj

ect

Inve

stig

ate

the

oppo

rtun

ity

to m

odif

y an

exis

ting

pro

duct

.

1. U

se t

he d

esig

n pr

oces

sin

a p

resc

ribe

d ac

tivi

ty.

Sugg

este

d Le

arni

ng A

ctiv

ity

Follo

w a

pre

scri

bed

acti

vity

tha

t em

ploy

s th

ede

sign

pro

cess

.

Proc

ess/

Proj

ect

Inve

nt a

new

pro

duct

and

build

a p

roto

type

.

1. A

pply

the

des

ign

proc

ess.

Sugg

este

d Le

arni

ng A

ctiv

ity

Usi

ng t

he d

esig

n pr

oces

s,cr

eate

a s

tude

nt-

init

iate

d ta

sk/p

roje

ct.

Proc

ess/

Proj

ect

Brai

nsto

rm i

n gr

oups

as

aw

ay o

f ga

ther

ing

idea

sfo

r po

ssib

le p

roje

ctco

ncep

ts.

Rese

arch

loc

alco

mm

unit

y fo

r po

ssib

lede

sign

con

side

rati

ons.

•M

odel

ling

•D

emon

stra

tion

•D

iscu

ssio

n•

Inte

ract

ive

Inst

ruct

ion

Stra

tegi

es,

pp.

53-5

4

•D

idac

tic

Que

stio

ning

•Pr

oble

m S

olvi

ng•

Essa

y an

d Re

port

•In

tera

ctiv

e In

stru

ctio

nSt

rate

gies

, pp

. 53

-54

•Br

ains

torm

ing

•Ji

gsaw

•G

uest

Spe

aker

s•

Inqu

iry

and

Rese

arch

•Pe

er E

diti

ng•

Inte

rvie

win

g•

Inte

ract

ive

Inst

ruct

ion

Stra

tegi

es,

pp.

53-5

4

•Ch

eckl

ists

•Se

lf-A

sses

smen

t•

Rubr

ics

•Pr

ojec

t•

Dem

onst

rati

ons

•Pr

esen

tati

ons

•Pe

er A

sses

smen

t•

Refl

ecti

onLo

gs/J

ourn

als

•Pr

ojec

t

Indu

stri

al A

rts:

Pla

nnin

g an

d D

esig

n


77

Gen

eral

Lea

rnin

g O

utco

me:

Form

er M

ajor

Obj

ecti

ve:

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56


79

Gen

eral

Lea

rnin

g O

utco

me:

Form

er M

ajor

Obj

ecti

ve:

Expl

orat

ory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Intr

oduc

tory

Spec

ific

Lea

rnin

gO

utco

me(

s)

Inte

rmed

iate

Spec

ific

Lea

rnin

gO

utco

me(

s)

Adv

ance

dSp

ecif

ic L

earn

ing

Out

com

e(s)

Sugg

este

dIn

stru

ctio

nal

App

roac

hes

Refe

r to

pag

es 4

9-54

Sugg

este

d A

sses

smen

tM

etho

ds/T

ools

Refe

r to

pag

es 5

5-56

References


83

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middle years home economics/ industrial arts - · pdf filecharacteristics of the middle years...

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