Page 96 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

Grade 11
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education
C1.3 investigate the chosen topic, issue, or process by gathering and organizing information (e.g., gathering information: through first-hand experience and/or research into primary and secondary sources to identify facts and issues, challenges and successes, what has been done before, and different perspectives on issues; organizing information: using graphic organizers, summaries, audio/digital records, tables, notes, infographics) from a variety of sources (e.g., observations, open-ended interviews, surveys
and questionnaires, social media, advertisements; various print and electronic media, including books and journals, magazine articles, websites, textbooks)
Teacher prompts: “What search terms/key words would you use to find answers to your research questions about pathways to apprenticeship?” “Are there sector or professional organizations or NGOs that could provide information to support your research?” “When researching gender equity in the workplace, why is it important to assess information gathered from various sources for accuracy, relevance, reliability, inherent values, bias, and voice?” “You’ve chosen to investigate the topic of patents. What steps would you take to obtain a patent for a process or product that you have developed? Why do you think these steps are important?” “Your investigation relates to building a com- puter. Where will you look for the information you need about parts? How will you source the parts? Would cost be a factor in choosing the components?” “How would a concept map assist you in illustrating the relationship between mental health and absenteeism in the work- place?” “In your truck and coach OYAP [Ontario Youth Apprentice Program] experience, you chose to investigate the various pathways to becoming an apprentice. You gathered information from mentors at your co-op placement, conducted interviews with other licensed journeypersons, and accessed various websites, print materials, and other resources. How are you going to organize the information in order to assess the pros and cons of each pathway?” “How might your previous co-op, employment, volunteer, or other experience help you in your investigation?” “How has your consideration of Indigenous perspectives and ways of knowing influenced your investigation?”
C2. Analysis and Communication
By the end of this course, students will:
C2.1 analyse and interpret information gathered through investigation of the chosen topic, issue, or process (e.g., compare results of surveys and interviews that they have conducted to identify
trends or preferences; determine whether common themes arise in the various sources consulted on the impact of social media in the workplace; use the information gathered to answer questions and test hypotheses about concrete recycling in the construction industry; compare the various pathways to apprenticeship in terms of criteria developed as they focused their investigation)
and formulate conclusions (e.g., make connections based on their interpretation of the evidence to arrive at answers to their research questions; confirm or reject hypotheses)
Teacher prompts: “In your health care co-op experience, you’ve chosen to investigate how patients feel about their care experience. You’ve gathered information from journal articles and other media, and collected responses from clinical patient satisfaction surveys. How does the background research help you interpret
the survey results?” “You have reviewed and analysed the information you gathered about pathways to becoming an apprentice, and you’ve weighed the pros and cons. Based on your analysis, which pathway do you think is the best ‘fit’ for you?” “Did your research about workplace accidents involving youth between the ages of 16 and 25 confirm anything that you already knew and understood about the types of accidents that occur? What did you learn that was new or surprising? How did your analysis of the statistics affect the conclusions you reached?” “What were your findings about the ways in which Indigenous communities
are consulted in different countries about the development of energy resources?”
C2.2 communicate the results of their investigation, in a manner suited to purpose and audience (e.g., an oral presentation about local tourist sites that have high appeal for teenagers; a game to engage elementary school students in learning about consumer awareness and advertising; a model to illustrate the benefits of a particular building technique; a display of drought-resistant native plants to help inform the design of a low-maintenance school-ground greening project; a poster promoting hand hygiene for infection prevention; a demonstration video of a cooking technique; an instruction manual [print or web- based] to support the creation of documents that comply with the Accessibility for Ontarians with Disabilities Act [AODA]; a blog on fashion trends; a graph that depicts the relationship between earnings and levels of education attained)
Teacher prompts: “What form of communication did you choose, and why? How will you know if that form was effective for your purpose and audience? What would you do differently next time?” “When planning how to present the findings of your research, what did you do to
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