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The Academic Program

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Courses at a Glance

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www.havergal.on.ca

17

Learning Skills and Work Habits Include:

Learning Skills and Work Habits:

C – Consistent

: Skill is consistently present, well-established and independent.

U – Usually:

Skill is usually present and established but student may need reminders or practice

S – Sometimes:

Skill is sometimes present but student needs support from others

N – Not Yet:

Skill is not yet established and rarely demonstrate

Responsibility:

Fulfills responsibilities and commitments within

the learning environment

Arrives to class on time

Takes responsibility for and manages own behaviour

Follows classroom procedures with minimal prompting

Completes and submits class work, homework and

assignments on time

Catches up on missed work

Organization:

Plans and organizes time, materials and equipment

to accomplish tasks and achieve goals

Comes to class prepared for learning with appropriate

materials

Establishes priorities and manages time

Identifies, gathers, evaluates and uses appropriate

resources and materials to complete tasks

Independent Work:

Independently monitors, assesses and

revises plans to complete tasks and meet goals

Stays focused and engaged on tasks

Follows instructions and expectations

Works without disturbing others or requiring redirection or

support

Uses class time appropriately to complete tasks and

assignments

Collaboration:

Learning with others to achieve a group goal and

complete projects

Approaches the opportunity to work and learn from others

in a positive manner

Accepts various classroom roles and responsibilities

Takes on an equitable share of any group work

Accommodate others’ needs, adapts and encourages

multiple styles

Initiative:

Demonstrates curiosity and interest in learning and a

willingness to extend their learning and that of others

Approaches new ideas, situations and academic tasks with a

positive attitude

Initiate or extends discussions and shares relevant

experiences

Demonstrates a willingness to take a different approach or

adopt a different perspective

Motivated to complete a task

Self-Regulation:

Sets and monitors progress towards individual

goals

Accurately identifies relevant, achievable goals

Reflects critically upon progress and makes adjustments as

needed

Enlists social resources (peers, teachers, parents,

community) to acquire clarification, feedback or assistance

when needed

Perseveres and makes an effort when responding to

challenges

4. Performance Standards—The Achievement

Chart

Assessment and evaluation will be based on both

the content standards (overall and specific curricular

expectations) and performance standards (achievement

chart). Teachers ensure that student learning is assessed

and evaluated in a balanced manner with respect to the

four categories of knowledge and skills (knowledge and

understanding, thinking, communication, and application)

(p 17)

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5. Assessment

for

Learning and

as

Learning

Assessment is the process of gathering information that

accurately reflects the extent to which a student is able to

understand the curriculum expectations. Assessment for

the purpose of improving student learning is seen as both

“assessment for learning” and “assessment as learning.”

In

Assessment

for

Learning

, assessment evidence is

used by the teacher to decide how to adjust teaching

and learning activities. The teacher uses the evidence to

determine where students are in their learning, where

they need to go and how best to help the student get

there by providing descriptive feedback and coaching for

improvement.

In

Assessment

as

Learning

, assessment evidence is used

by students to improve their own learning through reflection

and specific goal setting. Students use the evidence to

adjust their own learning and set their own goals.

Teachers obtain assessment information through a

variety of means, which may include formal and informal

observations, discussions, learning conversations,

questioning, conferences, homework, tasks done

in groups, demonstrations, projects, portfolios,

developmental continua, performances, peer and self-

assessments, self-reflections, essays and tests

(p 29)

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