Learning Strategies
1997 Learning Strategies
Learning Strategy 1
Social Studies Collaborative Learning Assignment on the Federal Government
Heather Cardin (BC), Vic Peterson (AB)
- Applicable to all grade levels.
- Example used in this assignment:: Senior Social Studies.
- Transferable to numerous themes or topics.
State who is your audience for this teaching strategy - colleagues (specify interest), students (specify grade level).
- Upon completion of this topic, students will have knowledge, skill, and appreciation for the Canadian Parliamentary system
Specify what is taught in this learning strategy.
- This collaborative learning assignment encourages students with different learning styles to use a variety of techniques in understanding the Federal Government and developing an appreciation of the Canadian Parliamentary Democratic Process .
- Using independent research skills combined with cooperative learning, students present through critical and creative thinking the topic of choice.
Specify what is taught in this learning strategy.
- an understanding and appreciation for the Canadian Parliamentary system by using a variety of critical and creative thinking skill
- independent, cooperative learning and collaborative skills to enhance the learning process
What is the outcome that your audience should achieve on completion of the total unit of instruction?
What is the performance objective?
What skill is learned? (Define as behavioural objective-action verb that is measurable).
- instructional sheet for teachers
- role descriptions for students
- access to a variety of print material, audio-visuals aids, websites
What will you need in order to perform this teaching strategy?
Overview:
- 30 students divided into 5 students in each group.
- or 5 (students) in 6 (groups).
Main Topic for Discussion:
Federal Government
Sub Groups
:- House of Commons
- Senate
- Privy Council
- Role of Governor General
- Prime Minister’s Office
- Support Staff
Role Descriptions
:Discussion Director
Vocabulary Enricher
Illustrator
Passage Master
Connector
Possible Examples for House of Commons
:Discussion Director
: is able to research and answer the following questions- What is the House of Commons?
- Who are the players in the House of Commons?
- How does it function?
- Where is the House of Commons?
- Why is it the most important House in (federal Parliament) Canada?
Vocabulary Enricher
: find general and unusual terms for discussion...- Commons terms: M.P., Question Period, Speaker, backbenchers, cabinet ministers, public and press galleries, etc.
- Unusual terms: scrum, mace, hansard, whip, clerk, page, etc.
Illustrator
: able to convey ideas through...- layout of site; map of the area and statues; portraits, webbing; architecture; flow-charts; concepts; props and symbols
Passage Master
: Identifies and is able to express perception of topic by drawing attention to...- cartoons, quotes, internet, media, songs, pictures (eg. tequila Sheila)
Connector
: Draws a connection with a real life situation to show the relevance of Social Studies to real world.comparison to other legislatures
pizza Parliament
Parliament as Star Trek
media scrum and rugby scrum
Will you use to get the audience’s attention?
b) Procedures – What are the teaching methods you will use?
c) Formative Check – What progress checks will you use throughout the activity?
d) Participation – How will you get the audience to participate?
e) Closure – How will you end the activity?
- Once the students have researched and presented their various perspectives of the topic assigned or chosen, the group will collaborate to present their topic to the other groups in the classroom.
- examples: skit with script; songs; poems, debate; video presentation; game show, etc.
- Teacher will develop suitable assessment technique to evaluate student work.
How will you measure if the material has been learned?
- Group presentation to other members of class.
- Teacher debriefing of what has been learned and how.
How can you take this strategy and put it into action?
* The ideas and opinions expressed in the Learning Strategies belong to their authors and do not necessarily reflect those of the Library of Parliament. The Library of Parliament does not edit the Learning Strategies for content accuracy or currency of information.
