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CLA How-To-Write Guide
Contents
Introduction .................................................................................................... 3
Initiating the Contextualized Learning Activity (CLA)................................. 4
Planning and Writing the CLA....................................................................... 5
Using the CLA Template................................................................................ 7
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Specialist High Skills Major and Course Codes.............................................................7
Key Words......................................................................................................................7
Brief Description of CLA(s) ............................................................................................7
Duration..........................................................................................................................7
Overall Expectations and Specific Expectations............................................................8
Essential Skills and Work Habits ...................................................................................9
Instructional Strategies...................................................................................................10
Assessment and Evaluation of Student Achievement ...................................................15
Additional Notes/Comments/Explanations.....................................................................21
Resources ......................................................................................................................21
Accommodations............................................................................................................21
List of Attachments.........................................................................................................21
CLA Writers Resources ................................................................................. 22
Appendices
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Appendix A. Sample CLA Application Form ..................................................................25
Appendix B. CLA Template............................................................................................26
Appendix C. Reprint Permission Guidelines ..................................................................31
Appendix D. Characteristics of an Exemplary CLA .......................................................33
Appendix E. CLA Gap Analysis Rubric and Checklist ...................................................34
Appendix F. Essential Skills and Work Habits ...............................................................36
Appendix G. TIPS Lesson Plan Template .....................................................................38
Appendix H. Examples of Accommodations ..................................................................39
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CLA How-To-Write Guide
Introduction
The Specialist High Skills Major (SHSM) is a ministry-approved specialized program that
allows students to focus their learning on a specific economic sector while meeting the
requirement for the Ontario Secondary School Diploma.
The SHSM also assists in the transition from secondary school to apprenticeship training,
college, university, or the workplace. A SHSM enables students to gain sector-specific
skills and knowledge in the context of engaging, career-related learning environments
and helps them focus on graduation and on pursuing their postsecondary goals.
Bundled Credits
Each SHSM has a bundle of 8 – 10 required Grade 11 and 12 credits, depending on the
sector and/or the pathway for each of the four postsecondary destinations. These credits
provide students with skills and knowledge particular to, and valued by, the SHSM
sector.
The bundle of credits for an SHSM consists of:
1. 4 major credits
2. 2 to 4 other required credits
3. 2 cooperative education credits
Other Required Credits and Contextualized Learning Activities
In addition to the major credit, each SHSM includes other required credits from the
Ontario Curriculum. These courses are delivered by the teachers of the required
subjects, and involve the use of contextualized learning activities (CLAs), which enable
students to connect their learning in these courses to their SHSM sector. CLAs are
based on curriculum expectations from the required course. One or more CLAs, totaling
a minimum of six hours in length, must be incorporated into each required course.
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Initiating the Contextualized Learning Activity (CLA)
CLA writer(s) will be chosen according to specific board policy or procedures. Some
boards may use an application for candidates to submit (see Appendix A for a sample
application).
Subject area teachers within boards will be recruited according to need and ability.
Writers will be directed to work collaboratively or individually, with total writing time for the
CLA estimated to be between 30 to 50 hours. Release time and/or payment may be
issued according to specific board procedures.
Before the CLAs are delivered to the students, it is beneficial to have the teachers of the
other required credits, such as English or Mathematics, familiarize themselves with the
sector-specific knowledge and skills of the SHSM major credits. This will provide
opportunities for these teachers to gain insight into the relationship between their subject
and the SHSM. For example, in a Construction SHSM, the math teacher may visit a
construction site to observe the application of mathematical principles in the calculation
of the rise, run, and length of roof rafters.
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Planning and Writing the Contextualized Learning Activity
Throughout the planning and writing stage of a CLA, it is essential that there is regular
communication among the Major credit teacher(s), CLA subject writer(s), cooperative
education teacher(s), employer(s) and the Advisory Committee-Board Level (e.g. all
stakeholders).
As part of the planning and writing process, the following factors should be considered:
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The course, grade and level for which the CLA is being developed is identified in
the sector guide.
The CLA should be related directly to the pathway major (e.g. destination
appropriate, Big Ideas, overall and specific expectations, cross-curricular
concepts, assessment and evaluation of the major)
The CLA should incorporate authentic activities that have purpose and should be
something individuals would do outside of the classroom
The CLA should incorporate available resources and facilities at the school and in
the community
CLAs will be delivered in differing ways, depending on the teacher:
o to an entire class, if the students are timetabled as an SHSM cohort
o to individual or small groups of SHSM students within an existing class
o through e-learning
Guidelines for working collaboratively:
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Begin as early as possible; time management is fundamental
Establish an initial meeting with writing team:
o Determine overall and specific expectations
o Select the optimum method of delivery
o Set deadlines and determine allocation of tasks
o Decide upon future meeting dates
Gather resources to utilize and contribute to the team
Maintain a consistent communication with writing team beyond scheduled
meetings
Guidelines for working individually:
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Begin as early as possible, time management is fundamental
Determine overall and specific expectations
Gather resources
Choose method of delivery
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The Do’s and Don’ts of CLA writing shown in Table 1 is a useful tool for reviewing key
aspects of the planning and writing process.
Table 1. CLA Writing Tips
CLA Writing Tips
DO’S
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DONT’S
Use the Ministry approved CLA
template (see Appendix B)
Follow reprint permission
guidelines (see Appendix C)
Meet with the SHSM teacher and
visit a worksite to gain insight on
the sector skills and knowledge
Maintain regular communication
with all involved
Begin writing immediately
Remember the CLAs are a
minimum of 6 hours to a maximum
of 10 hours
Limit number of expectations
according to desired outcome and
to time allotted for the CLA
Limit number of Essential Skills
and Work Habits
Use a lesson plan strategy
following a TIPS or
Before/During/After format
Consult the Ontario Skills Passport
to become familiar with sector
related careers
Consult the assessment activity list
for ideas
Provide opportunities for
differentiated instruction
Attach all worksheets and
assessment and evaluation tools
Use the provided checklist and
rubric to ensure proper completion
(see Appendix D and E)
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Use materials in a prohibited
manner
Leave writing to the last minute
Incorporate an excessive number of
expectations
Include Essential Skills and Work
Habits that are not directly covered
Surpass the maximum activity time
limit of 10 hours; minimum is 6
hours
Include an excess of
assessment/evaluation activities
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Using the CLA Template
A Ministry of Education approved template is provided for the writing of a Contextualized
Learning Activity (see Appendix B). Each component of the CLA template is described
with step-by-step instructions and examples from existing CLAs.
Specialist High Skills Major (SHSM) and Course Code
Identify the Specialist High Skills Major in the template by the sector, as well as the
course code and title, and name the CLA.
Key Words
Identify two to four words that will allow others to search and locate this CLA from an
electronic database. Include the course code and the SHSM sector as key words.
e.g.
Key Words
geometry, manufacturing,
conversions
Brief Description of Contextualized Learning Activity/Activities
In 1 – 3 sentences, provide a broad picture of the overall activity.
e.g.
MAP4C: Construction
Brief Description of
Contextualized Learning
Activity/Activities
ENG3U: Arts and Culture
Brief Description of
Contextualized Learning
Activity/Activities
Students will apply the trigonometric
concepts learned as they consider
the mathematics involved in
designing a roof truss.
Students will explore the advantages
and disadvantages of propaganda
through discussion and consider the
power of the media to influence
behaviour.
Duration
CLA writers need to limit the time for the activity from a minimum of 6 hours of
classroom time to a maximum of 10 hours.
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Overall Expectations and Specific Expectations
Overall and specific expectations should be directly related to the CLA. CLA writers
should focus on a limited number of specific expectations due to time constraints of the
CLA.
Overall Expectations
• Identify the overall expectation(s) from the Ontario curriculum to be addressed in
the CLA.
• Each of these will be assessed or evaluated through the activity(ies).
• Include the strand and expectation codes.
Specific Expectations
• Identify the specific expectations related to the identified overall expectations.
• These expectations will be addressed in the instructional and assessment and
evaluation strategies.
• No codes are required.
Catholic Graduate Expectations
• Teachers writing a CLA for a Catholic school board must include the appropriate
Catholic Graduate Expectations.
• Teachers from Public school boards may also add Catholic Graduate
Expectations if they wish, but it is not required.
e.g.
BDI3C: Arts and Culture
Overall Expectations
Specific Expectations
Catholic Graduate Expectations
(only if applicable)
IOV.03 generate realistic new ideas and identify
possible opportunities for a school-based or
student-run business
- distinguish between an idea and an opportunity;
- apply creative-thinking strategies (e.g., mind
mapping, brainstorming) to determine possible
solutions to unsatisfied needs and wants in the
school or the community;
- use a variety of sources (e.g., books, magazines,
personal observation, the Internet) to identify
potential opportunities for new ventures in the
school or the community;
- apply a decision-making model to select a
feasible idea for a new good or service that can
become the basis for a venture plan for a schoolbased or student-run business
-creates, adapts, and evaluates new ideas in light
of the common good;
-develops one's God-given potential and makes a
meaningful contribution to society;
- respects the rights, responsibilities, and
contributions of self and others.
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Essential Skills and Work Habits
Essential Skills enable people to perform tasks required by their jobs as well as adapt to
change. They are generic skills that are used in virtually all occupations and throughout
daily life. They are transferable from school to work, job to job and sector to sector and
they also provide the foundation for learning other skills, such as technical skills and
job/workplace-specific skills.
When identifying the Essential Skills and work habits, consider the following:
What is the key Essential Skill or Skills
required of the student in the
Contextualized Learning Activity?
Essential Skills and
Work Habits
Be sure to identify only the most
prevailing Essential Skill(s)!
Check off the Essential Skills and Work Habits that are addressed in this CLA.
•
Reading Text
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Writing
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Document Use
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Computer Use
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Oral Communication
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Numeracy
o Money Math:
o Scheduling or Budgeting and Accounting:
o Measurement and Calculation:
o Data Analysis:
o Numerical Estimation:
•
Thinking Skills
o Job Task Planning and Organizing
o Decision Making
o Problem Solving .
o Finding Information
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Working Safely
Teamwork
Reliability
Organization
Working Independently
Initiative
Self-advocacy
Customer Service
Entrepreneurship
For definitions and assistance in identifying Essential Skills and Work Habits refer to
Appendix F.
See also http://skills.edu.gov.on.ca
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Instructional/Assessment Strategies
Teacher’s Notes
Provide suggestions that will assist the teacher in delivering the CLA(s). For example:
handouts, authentic workplace materials/documents used by the sector, exemplars.
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Identify all handouts included in the CLA and current resources that may be
required by the teacher implementing the CLA
Identify the necessary prior knowledge.
Identify the intended method of delivery of the particular CLA (e.g. independent
study, student grouping by SHSM, teacher delivery)
e.g
SBI4C: Health and Wellness
This CLA is intended to be taught as a whole class activity. This is an authentic
learning activity for SBI4C.
Context
Describe the workplace context for the activity/activities.
•
For suggestions to identify the context, consult with Major subject teachers,
advisory committee members, cooperative education employers, and the Ontario
Skills Passport
e.g.
MEL4E: Hospitality
A baker requires skills in measurement and calculations to convert recipe quantities.
Strategies
In point form, describe the sequence of instructional and assessment strategies that will
support the intended learning. Attach all necessary learning resources (e.g. student
handouts and worksheets).
When writing the CLA, think about how the learning will be designed. Consider the
following questions:
• Do the instructional strategies support the achievement of the learning goals?
• Are the assessment strategies linked to each of the instructional strategies in a
planned, purposeful and systematic way?
• Do the assessment and instructional strategies provide feedback and ongoing
monitoring of the student’s learning throughout the CLA?
• What adjustments must be made to the instructional and assessment strategies
for the students who are progressing?
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Use of a structured lesson plan template(s) for the CLA is encouraged. This assists the
writer in planning the activity, and will help other teachers that will be delivering the CLA
(e.g. Before/During/After, TIPS, Model/ Share/ Guide/ Independent).
The example given on the next page uses the TIPS lesson plan for a CLA in MBF3C
connected to the Business SHSM.
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e.g.
SHSM Business CLA
MBF3C
Description
Materials
Computer lab with
access to 1
computer per pair.
Students explore the Present Value of money by considering different options for providing a scholarship at a local secondary
school. Students will work in pairs to explore the activity thus providing support and entry points to all students. Each student
will submit an individual response to the activity to be graded as a summative task. Students may decide to write a complete
report to the company’s board of directors, make an oral presentation, or make an electronic presentation to the board of
directors.
Assessment
Opportunities
Minds On…
Think-Pair-Share
The Scholarship?
The company you work for would like to provide a graduation scholarship at a local secondary
school. They would like the award to be given each year for the next ten (10) years valued at
$500.00. Currently they have $5000.00 ready to be put aside for the award.
• Should the finance department issue a cheque to the school for $5000.00 immediately?
What other options are there?
• Provide advice in a written or oral format as part of the opening piece to your final
presentation.
Action!
Students work in
pairs and make an
initial prediction
providing their
reasoning. This part
of the activity should
be done without
access to a
spreadsheet or a
graphing calculator.
In Pairs
•
•
Consolidate
Debrief
If the company decides to issue one payment for all ten years to the school, the school
would receive $5000.00.
• If the school invests this money at current interest rates (use the web to locate
these and provide sources), determine the future value of the investment assuming
the interest is compounded monthly. Note: the first $500 is issued immediately;
the second is invested for 12 months, the third for 24 months, etc.
• Given the total future value of this initial investment, if the school wanted to award
the entire future value, how much should each award be worth? Note that
changing the award amount will change how much is invested and thus change the
total interest.
Suppose the company issues $500 per year to the school and places the remaining
amount in a GIC (use the web to determine current rates and provide sources). How
much does the company need to put aside today? That is, they pay out $500 now and
invest enough to be worth $500 in 12 months and $500 in 24 months and so on…
Individually
•
•
List the advantages and disadvantages of each option.
Given this information, make a complete presentation to the board of directors providing
details of your analysis and a final, justified recommendation.
Home Activity or Further Classroom Consolidation
Complete activity for submission and grading.
Curriculum Document/Achievement Chart/Evaluation Rubric
Refer to Appendix G for this lesson plan template.
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Differentiated Instruction
When we believe that it is our students who are the starting point for (our CLA), not the
course content or textbook, we try to live that belief by getting to know our students’
learning needs and preferences and then respond to that knowledge through the
opportunities we provide in our classrooms.
[Reach Every Student through Differentiated Instruction, 2007]
Content
Readiness
Process
Interest
Product
Preference
Karen Hume, Start Where They Are,(Toronto:
Pearson Professional Learning, 2008), p.9
Differentiated Instruction is effective instruction that is responsive to the learning
preferences, interests and readiness of the individual learner. A CLA is a form of DI
inasmuch as it is designed to provide career-oriented insight, information and skill
development for those students in the class who are interested in that economic sector.
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In addition, the CLA provides the opportunity to design instruction and assessment with
attention to the learner profile. When developing the CLA, it is important to consider how
the instructional practices can be adapted to meet the learning needs of the students.
Key features of a differentiated classroom include but are not limited to: flexible learning
groups, choice, respectful tasks and shared responsibility for learning.
Differentiated instruction can include differentiating the content, the process or the
product. It is important that the teacher be aware of the learner profile in order to
respond to student readiness, interest or preference through the instruction and
assessment within the CLA.
Differentiating the Content/Topic
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Content is the “what “of the learning.
Content can be described as the knowledge, and skills the students should learn.
Content is the enduring learning, the “big ideas”. The expected knowledge and
skill should not be differentiated.
Content can refer to the learning materials, which can be differentiated.
Differentiating the Process/Activities
• When differentiating the process, the teacher is varying the learning activities or
strategies to provide appropriate ways for students to learn.
• Marzano’s Research-based Strategies for Increasing Student Achievement
indicates that the following instructional strategies, when used with student
readiness, interest and learning preference in mind, are successful:
o Identifying similarities and differences (e.g. Venn diagram)
o Summarizing and note taking (e.g. mind maps)
o Reinforcing effort and providing recognition (e.g. goal-setting)
o Homework and practice (e.g. simulations)
o Nonlinguistic representations (e.g. graphic organizers)
o Cooperative learning (e.g. jigsaw)
o Setting objectives and providing feedback (e.g. rubrics)
o Generating and testing hypotheses (e.g. inquiry process)
o Questions, cues and advance organizers (e.g. thinking routines)
Differentiating the Product
• Differentiating the product means offering students options to demonstrate what
they know and can do, depending on their learning preferences.
• The teacher will use the same criteria to judge the varied student responses.
• Some examples of differentiating the product could be: creating a model, making a
game, create a video, give a speech, make a chart, write a letter, give a
demonstration or compile a booklet, remembering that each option points to
achievement of the same expectations.
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Assessment and Evaluation of Student Achievement
When planning, teachers should consider the three purposes of assessment:
assessment for learning, assessment as learning, and assessment of learning.
When teachers assess for learning, their purpose is to gather information which will
determine where students are with respect to their learning goals, and what the next
steps in learning should be. This kind of assessment is also referred to as “diagnostic”
and “formative” assessment. The achievement data gathered through assessment for
learning is not used to evaluate a student’s achievement, or to report this information;
rather, its greatest benefit is in the feedback provided to students and the opportunity
to act on it while they are still developing the desired knowledge and skills.
"Assessment for learning is an interplay between teacher and student. Students are
active, not just as test takers, but in thinking about their learning. We all want
students to engage in and take active responsibility for their learning, and we can take
specific steps to help students answer assessment for learning's three questions: (1)
"Where am I going?"; (2) "Where am I now?"; and (3) "How can I close the gap?"
(Stiggins et.al. 2006)
Assessment as learning is the process of supporting students to be more actively
engaged in the learning process -- setting goals, and assessing their progress
towards achieving them.
In assessment of learning, teachers use assessment data to make a judgment about
the student’s achievement of overall expectations based on the performance
standards outlined in the achievement chart.
Assessment for Learning
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•
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Assessment of Learning
Designed to assist teachers and
students in deciding where they are
and what to do next
Uses written or oral anecdotal
feedback that is timely, descriptive
and linked to learning goals rather
than marks
Focuses on what students have
done well, what needs to improve
and how to improve on students
previous best effort
Provides opportunities for follow up
on the feedback by students and
teachers
•
•
•
•
Designed to report achievement to
students, parents, teachers and
board personnel
Judges student achievement of the
overall expectations
Compares student achievement
with established standards
Summarizes achievement using
percentage grades for each
reporting period
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Designing the CLA and the Individual Lessons
Using the model of Planning with the End in Mind (also called “Backward Design” and
“Design Down”):
• Identify what students are to learn. Begin by identifying overall and specific
expectations. For each individual lesson, identify a learning goal(s) to ensure
students know what knowledge and/or skill they are to learn by the end of the
lesson. Learning goals are statements, using student-friendly language, that
describe what students should know/be able to do by the end of the lesson (e.g. “I
can …). They should be shared with students at the beginning of the lesson, and
referred to during the course of instruction.
•
Identify the criteria (look fors) for successful achievement of the learning goal(s).
This should also be shared with students.
•
Design the sequence of assessment and instructional strategies that will develop
the student’s knowledge and skills identified by the learning goal(s).
•
Incorporate
pre-planned questions that allow the teacher to identify students’
misconceptions and challenges.
9 opportunities to provide oral and written feedback to students, and time to
follow up;
9 self- and peer- assessment strategies to inform the teaching and learning.
9
Assessment for learning provides the teacher with relevant information required to
adjust program delivery and instruction to meet student needs.
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Eleven Guiding Principles in Assessment and Evaluation
In order to ensure that assessment and evaluation are valid and reliable, and that they
lead to the improvement of student learning, teachers must use assessment and
evaluation strategies that:
1. Address both what the students learn and how well they learn
2. Are based both on the categories of knowledge and skills and on the achievement
level descriptions given in the Achievement Chart
3. Are varied in nature, administered over a period of time, and designed to provide
opportunities for students to demonstrate the full range of their learning
4. Are appropriate for the learning activities used, the purposes of instruction, and the
needs and experiences of students
5. Are fair to all students
6. Accommodate the needs of students with special education needs, consistent with
the strategies outlined in their individual education plan
7. Accommodate the needs of students who are learning the language of instruction
8. Ensure that each students’ ability to assess their own learning and to set specific
goals
9. Promote students’ ability to assess their own learning and to set specific goals
10. Include the use of samples of students’ work that provide evidence of their
achievement
11. Are communicated clearly to students and parents at the beginning of the course
or the school term and at other appropriate points throughout the school year
Ontario curriculum documents (revised)
Characteristics of Assessment in a CLA
•
All assessment and evaluation must be purposely planned; teachers and students
must be clear on how the assessment information will be used.
•
Each CLA should include assessment tasks that are formative in nature
(assessment for learning); these assessments are not graded but rather serve to:
o provide students and teachers feedback about students’ progress toward
achievement of the learning goal(s). Teachers and students use this
information to incrementally build knowledge and skills for successful
performance on a summative evaluation;
o provide teachers information about next steps in instruction.
•
Since a CLA consists of only 6 – 10 hours of instructional time, it may not be
possible to include a summative evaluation. It is possible that elements of the CLA
could be used in a culminating activity.
•
Effective assessment is a collaborative classroom activity which incorporates
peer, self and teacher assessment linked to clear learning goals and criteria that
have been clarified and shared with students.
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•
More than one assessment method should be used to ensure comprehensive and
consistent indications of student performance. A variety of assessment strategies
should be used to allow a student to demonstrate a full range of learning, i.e.
write, say and do.
•
Diagnostic assessment should be used to assess prior knowledge and identify
students’ strengths and weaknesses to differentiate instruction.
•
Learning skills should be identified, monitored, and assessed for learning as part
of the planning process. Learning skills should be reported separately from
achievement of the curriculum expectations, except when they are part of the
curriculum expectations.
•
If a student has an IEP, the assessment strategies in the IEP should be taken into
account.
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Methods, Strategies, and Tools
When selecting assessment methods, strategies and tools, teachers should consider the
following:
• Does the strategy allow for demonstration of the identified expectations?
• Does the strategy allow for demonstration of the identified criteria of the categories in
the achievement chart?
• Does the strategy allow for a full range of performance and achievement across all
four levels?
• Does the strategy require the review or teaching of any additional skills? If yes,
identify which ones?
Assessment
Assessment
Assessment Method
Effectiveness
Strategy
Tool
What method will best address the
expectations and achievement
categories being addressed?
How can students demonstrate
their learning, understanding or
skills?
What device can I use
to track or record
students' achievement
and progress?
How effective is the method in assessing
Achievement Chart categories or
expectations?
*** Most effective
** Somewhat effective
* Least effective
•
•
•
•
(Personal Communication) •
•
•
•
SAY
WRITE
(Paper and Pencil)
•
•
•
•
•
•
•
•
•
•
•
•
DO
•
(Performance Task)
•
Demonstrations of what
students know and can do
•
•
•
•
Probing Questions and
Answers
Interviews, Conferences
Classroom Discussions,
Presentation
Debate
Song
Self Assessment
Peer Assessment
Manual
Essay
Report
Poetry
Classroom Tests,
Examinations, Quizzes
Response Journals
Graphic Organizers
Mind Maps
Learning Logs
Portfolios
Projects, Simulations
Presentations, Exhibitions,
and Recitals
Music, Dance or Dramatic
Performances
Visual Arts Products,
Debates
Science Experiments,
Role Plays
Skills Demonstrations
Photo Essay
Model
Contracts
Checklists
Anecdotal Records
Rating Scales
Rubric (Task Specific)
Marking Schemes
Checklists
Anecdotal Records
Rating Scales
Rubric (Task Specific)
Checklists
Rubrics (Task Specific)
Anecdotal Records
Rating Scales
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Knowledge *
Use of probing questions to assess student
knowledge
Thinking ***
Allows students the opportunity to
demonstrate in-depth thinking and planning
skills
Communication ***
Enhances the expression of ideas
Application *
Students have the opportunity to practice oral
and written communication skills
Knowledge/Understanding ***
Supports focus on mastery of basic
knowledge
Thinking **
Allows for some assessment of basic thinking
skills or planning skills (e.g. open-ended
questions)
Communication **
Enhances assessment of clarity of thought
and expression in written form (e.g. essays)
Application *
Limited opportunity to assess ‘authentic’
contexts
Knowledge/Understanding *
Not the preferred method but can indicate
understanding of relationships between
concepts
Thinking ***
Enhances evaluation and complex thinking
skills and planning skills
Communication **
Allows students to communicate in various
forms (visual, oral, written)
Application ***
Preferred method for assessment of
‘authentic’ performances
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For a more detailed list, see Policy to Practice, A Teacher Resource Document to Support the
Implementation of the Ontario Provincial Secondary Assessment Policy, Part 4bii, pp. 8 – 11.
Diagnostic Assessment, Formative Assessment and Evaluation
Diagnostic assessment is conducted prior to teaching and learning to determine:
• What existing knowledge, skills, attitudes, interests, and/or needs each student
has
• The range of individual differences
• What adjustments are required to be made to instruction to meet the needs of
individuals or groups of students
Formative assessment is used during a period of teaching and learning to:
•
•
•
Monitor student learning and provide feedback to the student and teacher about
the progress towards achieving the learning goals
Determine the effectiveness of instruction in helping students to achieve the
learning goals
Identify adjustments to instruction that are required to meet the needs of
individuals or groups of students
Evaluation occurs at the end of a period of learning and provides students with
opportunities to demonstrate their achievement of the overall expectations. It is used to:
•
•
Make judgments about the student’s achievement of the overall expectations
based on the performance standards set out in the achievement chart
Provide data for grading purposes
Examples of strategies teachers can use for diagnostic assessment, formative
assessment and evaluation are provided in the chart below. The list is not meant to be
exhaustive. For a more detailed list, see Policy to Practice, A Teacher Resource
Document to Support the Implementation of the Ontario Provincial Secondary
Assessment Policy, Part 4bii, pp. 8 – 11.
Diagnostic
Assessment
•
•
•
•
•
•
•
Student-Teacher conference
Small group conference
Journal
Questioning
KWL chart
Concept Map
Pre-test (not graded)
Students may work in small
groups for diagnostic
assessment purposes.
Formative
Assessment
•
•
•
•
•
•
•
•
•
•
Student-Teacher conference
Small group conference
Journal
Portfolio
Questioning
KWL chart
Concept Map
Informal observation
First draft
Running record
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Evaluation
•
•
•
•
•
•
•
Performance Task
Projects
Final draft
Portfolio reflection
Paper/pencil test or quiz
Report
Presentation
20
Additional Notes/Comments/Explanations
Provide additional suggestions for teachers that will help them deliver this CLA.
e.g. recommend experiential learning activities, suggest guest speakers and field trips
Resources
List all the resources needed to support the implementation of the CLA.
Accommodations
List instructional, environmental and assessment accommodations.
When writing the CLA, select the accommodations from the list that are appropriate
within the context of the CLA (see Appendix H).
It is the responsibility of the individual teachers delivering the CLA to incorporate the
specific accommodations according to the IEP of students in the class.
List of Attachments
Attach all related materials, e.g. student worksheets, tests, rubrics.
Submit the CLA and all attachments, student worksheets, rubric, etc in Microsoft Word or
as PDFs.
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CLA Writer Resources
SHSM Guides:
http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/index.html
Curriculum Documents: http://www.edu.gov.on.ca/eng/curriculum/secondary/subjects.html
Ontario Skills Passport :
http://skills.edu.gov.on.ca
Think Literacy
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/
Leading Math Success
http://www.edu.gov.on.ca/eng/studentsuccess/lms/
Curriculum Services Canada
http://www.curriculum.org/index2.shtml
Differentiated Instruction (archived webcast) http://www.curriculum.org/secretariat/march29.shtml
Rethinking Classroom Assessment with Purpose in Mind (archived webcast)
http://www.curriculum.org/secretariat/april27.shtml
Ontario Curriculum Unit Planner:
http://www.ocup.org/
Assessment & Evaluation Symposium Keynote: Dr. Douglas Reeves (Excerpt)
http://www.ocup.org/resources/#assesseval
GROWING SUCCESS: assessment, evaluation and reporting: improving student learning
http://www.ocup.org/resources/#growpdf
Teacher Companions from OCUP
http://www.ocup.org/resources/#companions
Resources for "Assessment and Evaluation for Improved Student Learning" Training Sessions
(English 9 - 12, ESL and ELD 9 - 12, Mathematics, 11 - 12)
http://www.ocup.org/resources/#assesspack
Live Safe! Work Smart!
http://www.livesafeworksmart.net/english/index.htm
Passport to Safety
http://www.passporttosafety.com/
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PROVINCIAL SUBJECT ASSOCIATIONS
Complete List:
http://www.osstf.on.ca/Default.aspx?DN=46e4236a-de58-4274-bcbb-8e662027eb10
Ontario Association for Mathematics Educators:
www.oame.on.ca
English Language Arts Network:
http://www.elan.on.ca/
Ontario Business Educators’ Association:
http://www.obea.ca/
Science Teachers’ Association of Ontario:
http://www.stao.org/
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Appendices
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Appendix A: CLA Application
Board Logo Here
Developing a Contextualized Learning Activity for
Specialist High Skills Major (SHSM)
SHSM Sector:
Course Code:
Course
Title:
Applicant Name:
School:
Work Phone:
e-Mail
Home Phone:
Please list your teacher qualifications:
Identify any areas/activities where you have demonstrated leadership.
Identify your areas of expertise (check all that apply):
o Business
o Assessment and Evaluation
o English
o Differentiated Instruction
o Mathematics
o Special Education
o Science
o The Ontario Skills Passport (OSP)
o Major credit content (please specify):
9
9
9
9
Please attach a brief description (1-4 sentences) of the CLA you have in mind.
Please sign this application form.
Have your Principal sign this application form.
Return completed form and attached description by (insert date and time) by fax to:
Contact
Info
here
Applicant’s Signature
Principal’s Signature
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Appendix B: CLA Template
TEMPLATE: Contextualized Learning Activities (CLAs)
For the “other required credits” in the bundle of credits, students in a Specialist High Skills Major
program must complete learning activities that are contextualized to the knowledge and skills
relevant to the economic sector of the SHSM. Contextualized learning activities (CLAs) address
curriculum expectations in these courses.
This template must be used to describe the CLAs. The completed form must be submitted to the
Ministry of Education for approval.
Submit all material in Microsoft Word.
Contact Information
Board
Development date
Contact person
Position
Phone
Fax
E-mail
Specialist High
Skills Major
Course code
and course title
Name of
contextualized
learning
activity/activities
Brief description
of
contextualized
learning
activity/activities
Duration
(A minimum of 6 and a maximum of 10 hours to complete the activity/activities
is required.)
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Overall
expectations
(Identify the overall expectation(s) of the Ontario curriculum to be assessed or
evaluated through the activity(ies). Include the strand and expectation code *)
*These codes can be obtained from the curriculum documents, which are available on the
Curriculum Services Canada website.
Specific
expectations
(Identify the specific expectations related to the above overall expectations
that will be addressed in the instructional and assessment strategies.
Include relevant strand titles. No codes are required)
What do we want students to learn?
ƒ What are the specific/key learning goals for the student?
ƒ Arrange these specific/key learning goals to incrementally
achieve the desired learning.
Catholic
graduate
expectations (if
applicable)
Essential Skills
and work habits
Check off the Essential Skills and work habits that are addressed in this CLA.
•
Reading Text
•
Writing
•
Document Use
•
Computer Use
•
Oral Communication
•
Numeracy
o Money Math:
o Scheduling or Budgeting and Accounting:
o Measurement and Calculation:
o Data Analysis:
o Numerical Estimation:
•
Thinking Skills
o Job Task Planning and Organizing
o Decision Making
o Problem Solving .
o Finding Information
•
•
•
•
•
•
•
•
Working Safely
Teamwork
Reliability
Working Independently
Initiative
Self-advocacy
Customer Service
Entrepreneurship
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Instructional/Assessment Strategies
Teacher’s notes
(Provide suggestions that will assist the teacher in delivering the CLA(s). For example, remind teachers
to make sure that handouts, such as authentic workplace materials/documents used by the sector, are
available for the activity.)
Context
(Describe the workplace context for the activity/activities.)
Strategies
(In point form, describe the sequence of instructional and assessment strategies that will support the
intended learning. Attach all student handouts and worksheets.)
How will the learning be designed?
ƒ Do the instructional strategies support the achievement of the learning goals?
ƒ Are the assessment strategies linked to each of the instructional strategies in a planned,
purposeful and systematic way?
ƒ Do the assessment and instructional strategies provide feedback and ongoing monitoring
of the student’s learning throughout the CLA?
What adjustments must be made to the instructional and assessment strategies for those
students who are not progressing?
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Assessment and Evaluation of Student Achievement
(List all assessment and evaluation strategies and tasks and attach handouts, tests, assignments, exercises, etc.)
How will we know students have learned?
ƒ How will the student demonstrate achievement of the desired learning?
ƒ What are the criteria that will be used to determine the student’s level of achievement?
ƒ What assessment instrument/tool will best gather this evidence?
ƒ Will the assessment of the learning provide opportunities for students to demonstrate the
full range of their learning?
Strategies/Tasks
(add rows as required)
Purpose
Assessment for Learning (diagnostic, formative)
Assessment of Learning (summative, evaluation)
1.
2.
3.
Assessment tools
(List all tools used and attach checklists, rubrics, correction keys, etc.)
Additional Notes/Comments/Explanations
(Provide additional suggestions for teachers that will help them deliver this CLA.)
Resources
(List all the resources needed to support the implementation of the CLA.)
Authentic workplace materials
(e.g., blueprints, workplace manuals, specification sheets, spreadsheets)
Human resources
Print
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Video
Software
Websites
Other
Accommodations
(List instructional, environmental, and assessment accommodations.)
What adjustments must be made to the instructional and assessment strategies for those
students who are not progressing?
If a student has an IEP, consideration needs to be given to the accommodations in the IEP.
List of Attachments
(Attach all related materials, e.g., student worksheets, tests, rubrics.)
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Appendix C: Reprint Permission Guidelines
PublisherCreatorEducatorBusinessPublic and Not-for ProfiteLogsAbout Us
Copying Guidelines for K - 12 Schools
Your school's licence with Access Copyright gives you permission to copy from a vast
repertoire of commercially published books, magazines and newspapers. As long as you
adhere to the terms and conditions of your licence, you can copy what you need worryfree. Please note that the licence includes copying done in support of educational
purposes only.
Definition of copying includes:
•
•
•
•
•
•
paper copies
faxes
typing and word processing (without adaptation)
making slides and overheads
tracing or duplicating from a stencil
copying onto microform (for research and archival purposes)
You can copy up to 10% of a published work or the following, whichever is greater:
•
•
•
•
•
an entire single short story, play, essay or poem from a book or periodical
containing other works
an entire article from a newspaper, magazine or journal
an entire entry from a reference work (encyclopedia, dictionary)
an entire reproduction of an artistic work from a publication containing other works
a whole chapter from a book, as long as that chapter does not comprise more
than 20% of the book
(cont’d next page)
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Works NOT covered by the license:
•
•
•
•
•
•
•
•
•
works on the Exclusions List
unpublished works
consumable items such as workbooks, assignment sheets, and colouring books
crown or provincial publications (excluding Québec)
instruction manuals and teachers' guides
tests and work cards
sheet music and original artistic works including photographs or prints
works published in countries with which Access Copyright does not have a
bilateral agreement
works with notices excluding them from copying under a collective licence
Number of Copies Permitted:
•
•
one copy for each student in a class and two for each teacher
copies for library and administrative purposes, including communication to parents
Uses NOT covered by the license:
•
•
digital or electronic reproduction, including making copies from electronic sources
(e.g. the Internet)
creation of coursepacks or anthologies
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Appendix D: Characteristics of an Exemplary CLA
Characteristics of an Exemplary CLA
_____
1. Integrated to the sector in an authentic way.
_____
2. Assessment and instruction are interwoven through the activities.
_____
3. Includes choices for student through varied instructional and assessment
strategies (Differentiated Instruction).
_____
4. A minimum of 6 hours and a maximum of 10 hours in duration.
_____
5. Expectations must be taken from current curriculum.
_____
6. Assessment of overall expectation(s) is achievable within the
6 –10 hour time.
_____
7. Specific expectations are limited to those that directly lead to the overall
expectation(s) [learning goals]
_____
8. Identifies key essential skills and work habits that students will develop
throughout activity.
_____
9. Free of bias.
_____
10. Does not infringe on copyright laws.
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Appendix E: CLA Gap Analysis Rubric and Checklist
CLA Gap Analysis Rubric
Collaboration
Identification of
Essential Skills and
Work Habits
Assessment and
Evaluation Purpose
Assessment and
Evaluation Tools
Differentiated
Instruction
Satisfactory
Thorough
Exemplary
The CLA was
created in
consultation with
other teachers in the
same subject area.
The CLA was
created in
consultation with
teachers from the
Major subject for the
SHSM.
The CLA was created in
consultation with sector
members/employers and
Major subject teachers.
Essential Skills and
Work Habits are
indicated only in
cases where there is
opportunity for
focused work on the
Essential Skills and
Work Habits.
The Essential Skills and
Work Habits indicated
are identified. The
Essential Skills and Work
Habits are incorporated
in such a way that the
student has opportunity
for focused development
of the skill and growth.
Student work is
collected and
assessed so that
students can identify
their areas of
strength and their
areas for
improvement.
Assessment tools are
used daily (formal or
informal) to help students
identify their strengths
and areas of need and to
direct teacher instruction
for the following day(s).
The primary
assessment is
Assessment of
Learning (i.e. grading
and judging student
work).
The primary
assessment tools
focus the teacher
and students on
Assessment for
Learning (i.e.
teacher as coach
allowing students to
improve before the
work is graded).
Assessment activities
are embedded in the
CLA with a focus on
Assessment for Learning
using a variety of tools.
Students engage in
“write, say and do”
assessment activities
receiving both oral and
written feedback from the
teacher in the absence of
grading.
The student learning
activities focus
mostly on one
learning style.
There is
differentiation of
learning activities
providing for student
choice based on
learning profile,
readiness, and
interests or based
on product, process,
content.
There is differentiation of
learning activities
providing for student
choice based on one of
learning profile,
readiness, interests and
one of product, process,
content.
Essential Skills and
Work Habits are
identified after the
writing of the CLA is
complete. Any
Essential Skills and
Work Habits that
were addressed are
indicated.
Student work is
collected and
assessed to track the
progress of each
student and to
ensure that the
teacher has
documentation about
their learning.
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CLA Checklist for Completion
____
1. Contact Information is complete
____
2. SHSM Major/ course code/ name and description are
complete
____
3. Overall and Specific expectations present
____
4. Instructional Strategies complete
____
5. Assessment and Evaluation instruments included
____
6. Resources are included
____
7. Suggestions for Accommodations are present
____
8. List of Attachments are included (if needed)
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Appendix F: Essential Skills and Work Habits
Identifying Essential Skills
To help identify the task for the CLA ask yourself…
1. What is the purpose of the activity?
2. What is the student asked to do?
3. Is this something individuals would do outside the classroom?
Essential Skills – Definitions
Reading Text: Reading materials in the form of sentences or paragraphs such as notes, letters, memos,
manuals, specifications, books, reports and journals.
Writing: The preparation of written materials for a variety of purposes. Completing tasks such as filling in
forms, writing text and using computers to write.
Document Use: Reading different types of material such as labels, signs, lists, tables, graphs, forms,
diagrams, blueprints and other similar material.
Computer Use: The use of any type of computerized technology.
Oral Communication: Using verbal skills to exchange ideas and information with others.
Money Math: The use of mathematical skills in making financial transactions, such as handling cash,
preparing bills and making payments.
Scheduling or Budgeting and Accounting: Planning for the best use of time and money, as well as
monitoring the use of time and money.
Measurement and Calculation: The measurement and calculation of quantities, areas, volumes, and/or
distances.
Data Analysis: The collection and analysis of data in numerical form.
Numerical Estimation: The production of estimates in numerical terms.
Job Task Planning and Organizing: The planning and organization of one’s own work.
Decision Making: Making a choice among options using appropriate information.
Problem Solving: The identification and solving of problems.
Finding Information: The use of a variety of sources, including written text, people, computerized
databases, and information systems.
For more details see the OSP (Ontario Skills Passport) at http://skills.edu.gov.on.ca.
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Work Habits
Working Safely
• Working in a manner that prevents injury to self and others
• Reporting unsafe conditions
• Participating in health and safety training, as required
• Using and wearing all required protective equipment and devices
Teamwork
• Working willingly with others
• Showing respect for the ideas and opinions of others
• Taking responsibility for his or her share of the work
• Contributing to the team effort by sharing information, resources, and expertise
Reliability
• Being punctual
• Following directions
• Giving attention to detail
• Using time effectively and producing work on time
• Acting in accordance with health and safety practices
Organization
• Organizing work priorities when faced with a number of tasks
• Devising and following a coherent plan to complete a task
• Revising the plan when necessary to complete a task or to make improvements
Working Independently
• Accomplishing tasks independently
• Independently selecting, evaluating, and using appropriate materials, tools, resources, and
activities
• Using prior knowledge and experience to solve problems and make decisions
Initiative
• Beginning and completing tasks with little prompting
• Approaching new tasks with confidence and a positive attitude
• Seeking assistance when necessary
Self-Advocacy
• Asking questions and seeking clarification, where appropriate
• Identifying and making use of appropriate resources and support when needed
• Being proactive regarding individual rights and responsibilities, where appropriate
Customer Service
• Listening effectively to determine and meet clients’ needs
• Interacting positively with both co-workers and clients/customers
• Endeavoring to meet and exceed expectations
• Creating a positive impression of the company or organization
Entrepreneurship
• Recognizing and acting on opportunities
• Showing perseverance
• Being innovative and creative
• Being versatile and resourceful
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Sample tasks, listed by skill
and level of complexity are
available for over 300
occupations. For more details
see the OSP (Ontario Skills
Passport) at
http://skills.edu.gov.on.ca.
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Appendix G: TIPS Lesson Plan Template
The Lesson Planning Template
Grade
Unit and/or Day
Description
Materials
Assessment
Opportunities
Minds On…
Action!
Consolidate
Debrief
Application
Concept Practice
Differentiated
Exploration
Reflection
Skill Drill
Home Activity or Further Classroom Consolidation
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Appendix H: Examples of Accommodations
This chart is taken from the Special education Companion of the Ontario Curriculum Unit Planner
http://www.ocup.org/resources/documents/companions/speced2002.pdf
Instructional Accommodations
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Buddy/peer tutoring
Note-taking assistance
Duplicated notes
Contracts
Reinforcement incentives
High structure
Partnering
Ability grouping
Augmentative and alternative
communication systems
Assistive technology, such as
text-to-text speech software
Graphic organizers
Non-verbal signals
Organization coaching
Time-management aids
Mind maps
More frequent breaks
Concrete/hands-on materials
Manipulative
Tactile tracing strategies
Gesture cues
Dramatizing information
Visual cuing
Large-size font
Tracking sheets
Colour cues
Reduced/uncluttered format
Computer options
Spatially cued formats
Repetition of information
Rewording rephrasing of
information
Extra time for processing
Word-retrieval prompts
Taped texts
Environmental Accommodations
•
•
•
•
•
•
•
•
•
•
Alternative work space
Strategic seating
Proximity to instructor
Reduction of audio/visual
stimuli
Study carrel
Minimizing of background
noise
Quiet setting
Use of headphones
Special lighting
Assistive devices or
adaptive equipment
Assessment Accommodations
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time limits
Verbatim scribing
Oral responses, including
audiotapes
Alternative settings
More frequent breaks
Assistive devices or adaptive
equipment
Prompts to return student’s
attention to task
Augmentative and
alternative communication
systems
Assistive technology, such
as text-to-text speech
software
Large-size font
Colour cues
Reduced/uncluttered format
Computer options
Extra time for processing
Reduction in the number of
task used to assess a
concept or skill
Note: A typical IEP would not include all of the accommodations listed above. Only the accommodations
that are specifically required by the individual student should be listed in his or her IEP.
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