My Never Ending Edit; Otherwise Known as My Course Prototype

Posted On February 2, 2022

Course Overview: Goal Setting and Growth Mindset

Target Audience:

Students who are in grade six, who would range in age from 10-12 years old.

Course Timeline:

Designed to take a couple of weeks, and revisited several times throughout the school year, especially before each reporting period so that students can reflect on their goals and progress. (Focus on strengths and areas to continue their focus).

Course Delivery:

This will be a blended course. It will include face-to-face instruction and sharing along with an online portion accessible through Google Classroom. The on-line portion of the course will be asynchronous and will be accessible at home or at school, depending on access to technology. The on-line portion will include instructions, videos and assignments that the students can read, watch and complete on their own. There will also be time for face-to-face discussions in person or via Google Meet if learning remotely. For students with minimal access to technology there will be some technology provided by the school division for each family. (See accommodations in course materials section.)

Course Objectives and Learning Outcomes:

This course focuses on using a growth mindset to overcome challenges and set realistic goals. It will also identify possible barriers to success and consider ways to overcome these challenges.

All activities and assessments will focus on the following outcomes found in the Saskatchewan Grade 6 Curriculum. It will be a cross-curricular unit including outcomes from both Health and ELA.

• USC6.4 Assess and demonstrate strategies used to identify and make healthy decisions in stressful situations.
  • Practice healthy ways of adjusting/responding to stress.

• CR6.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).

• AR6.2 Appraise own viewing, listening, reading, representing, speaking, and writing skills and strategies, and set goals for improvement. State appropriate and achievable improvement goals based on self-analysis; choose and apply strategies appropriate to improvement goals, and reflect on progress in achieving those goals.

Guiding Questions:

The course will be modelled around the following questions that will act as lessons:

• What do you want to accomplish, get better at, or be proud of this year?
• Why are hopes and dreams important?
• What are some goals you have this school year?
• How can you determine if your goals are realistic?
• What are some barriers or stressors that could prevent you from accomplishing your goals?
• How can goal setting help you when completing individual or group work?
• Why is it important to have a plan to overcome our fears and other barriers?
• Why is it important to challenge yourself and try new things?
• Where do you find your inspiration?
• What motivates you?
• Why is it important to practice a growth mind set?
• How does goal setting improve our decision-making skills?

Course Materials:

This course will be most successful in a school or classroom where a majority of the students has access to technology/devices and WIFI at home.

Accommodations for students with limited or no access to devices:

• Students can apply to the school/division to borrow a device for the on-line or remote portion of this course, providing a parent signs the borrowing contract of assumed responsibility. (There are a limited number of devices available to borrow)
• Students will have access to school devices during the school day and can complete the module during non-instructional time or can pre-book a time in the hour before or after school to use the device at school.
• If necessary, the student can access a print package of assignments that align as closely as possible to the on-line portion of the course.

Special Considerations:

Attendance concerns:

For students that have barriers to their attendance, such as anxiety or transportation, the design of this course may help them to complete the necessary assignments.  Being able to access the assignments and instructions on-line allows students with these and other concerns to complete the assignments on their own schedule.

English as Additional Language Learners (EAL):

To support EAL students the instructional videos could include closed captions, allowing the student to stop the video and investigate certain words or instructions to enhance understanding. The asynchronous portion of this course also allows more time for the teacher to spend with EAL students in a face-to-face or in synchronous on-line meeting to provide extra support and activities.

Students that require learning supports:

Students that require extra learning supports will spend time at school with the Learning Support Teacher/Educational Assistant or the classroom teacher to ensure extra review and step – by –step instructions of log on information etc. will be provided as needed to access and complete the on-line portion of the course. While other students are completing asynchronous activities, the teacher will have time to meet and further support these students, either in the classroom or synchronously on-line.

Personal/Cultural Considerations:

The content will attempt to include different cultural perspectives in the context of personal values, goals and sources of inspiration.  

If additional personal or cultural considerations are required, assessment and management will be provided on an individual student basis.

Access to course information:

All students will receive digital access to Google Classroom and Google Meet information in a face-to-face format accompanied by a paper copy of log on information and access codes. This in class time will allow for time to practice logging on and accessing assignments and handing in assignments prior to asynchronous activities. In a remote learning situation, this log on information would be shared via the student and parent email accompanied by a step – by – step video if needed.

Assignments and reminders will be accessible through the Edsby App located on our school website.

Attendance:

A list of all face-to-face or synchronous meeting dates will be provided at the beginning of the course. (For example- every weekday at 10 am) Students will expected to attend in-person and synchronous activities as well as complete the asynchronous assignments. If this is not possible, the student must contact the teacher to explain the situation, such as illness.

Attendance of face-to-face or synchronous Google Meetings will be recorded in Edsby.

Assignments:

Assignments will be embedded into each lesson. Student need will guide methods of instruction and student assessment expectations.  On-going communication between teacher, students, and families will inform if special considerations need to be made for individual learners.

Assessment:

Students will be assessed in a variety of ways, including but not limited to; rubric criteria, teacher observation, modelling understanding, creating videos, participation in conversation with teacher and discussion threads with others, and self-reflection.

Students will communicate understanding by handing in assignments through Google Classroom, creating Google Slides, Google Drawings and Padlets. They may also be asked to complete assignments using various tools such as Kahoot!, EdPuzzle, Jamboard, and Menti.

Assessment progress can be viewed by students and parents within Edsby.