Page 36 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
A Differentiated Approach to Teaching and Learning
An understanding of students’ strengths and needs, as well as of their backgrounds and life experiences, can help teachers plan effective instruction and assessment. Teachers continually build their awareness of students’ learning strengths and needs by observing and assessing their readiness to learn, their interests, and their learning styles and pref­ erences. As teachers develop and deepen their understanding of individual students, they can respond more effectively to the students’ needs by differentiating instructional approaches – adjusting the method or pace of instruction, using different types of resources, allowing a wider choice of topics, even adjusting the learning environment, if appropriate, to suit the way their students learn and how they are best able to demonstrate their learning. Unless students have an Individual Education Plan with modified curriculum expectations, what they learn continues to be guided by the curriculum expectations and remains the same for all students.
Lesson Design
Effective lesson design involves several important elements. Teachers engage students in
a lesson by activating the students’ prior learning and experiences, clarifying the purpose for learning, and making connections to contexts that will help them see the relevance and usefulness of what they are learning. Teachers select instructional strategies to effectively introduce concepts, and consider how they will scaffold instruction in ways that will best meet the needs of their students. At the same time, they consider when and how to check students’ understanding and to assess their progress towards achieving their learning goals. Teachers provide multiple opportunities for students to apply their knowledge and skills and to consolidate and reflect on their learning. A three-part lesson design (e.g., “Minds On, Action, and Consolidation”) is often used to structure these elements.
Instructional Approaches in Social Sciences and Humanities
Instruction in social sciences and humanities should help students acquire the knowledge, skills, and attributes that they need in order to achieve the curriculum expectations and be able to think critically throughout their lives about issues related to the subjects in social sciences and humanities. Effective instruction in these subjects motivates students and instils positive habits of mind, such as curiosity and open-mindedness; a willingness to think, question, challenge, and be challenged; and an awareness of the value of listening or reading closely and communicating clearly. To be effective, instruction must be based on the beliefs that all students can be successful and that learning in social sciences and humanities is important and valuable for all students.
HEALTH AND SAFETY IN SOCIAL SCIENCES AND HUMANITIES
As part of every course, students must be made aware that health and safety are every­ one’s responsibility – at home, at school, and in the workplace. Students must be able to demonstrate knowledge of the equipment and products being used and the procedures necessary for their safe use. In addition, simple precautions such as wearing closed-toe shoes, tying back long hair, and removing loose jewellery (or taping it down in the case of MedicAlert bracelets) contribute to a safe environment when students are engaging in some of the hands-on components of social sciences and humanities courses.
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