CARACTERÍSTICAS GEOMORFOLÓGICAS DEL CAUCE

Criteria Rating Comments

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 Key: 3–Strong 2–Competent 1–Developing 0–Unsatisfactory

Oral Presentation

A

D: A

E

• Samples

▼ _S

4: G

12

Topic: Communicating in the Workplace Prescribed Learning Outcomes:

Comprehend and Respond (Strategies and Skills)

It is expected that students will:

• demonstrate the ability to use a variety of strategies for locating information in print and non-print resources, including

electronic resources

Communicate Ideas and Information (Knowledge of Language)

It is expected that students will:

• monitor spelling, grammar, mechanics, and syntax using appropriate techniques and resources as required, including electronic technology

• demonstrate awareness of the language conventions used in the workplace Communicate Ideas and Information (Composing and Creating)

It is expected that students will:

• use a variety of techniques, including outlines, webs, flow charts, and diagrams to organize and communicate ideas Communicate Ideas and Information (Improving Communications)

It is expected that students will:

• evaluate their own and others’ work to ensure appropriate content and language and to enhance quality

• organize information and ideas to clarify

Communicate Ideas and Information (Presenting and Valuing)

It is expected that students will:

• demonstrate the ability to produce various communications, including documented research and business reports, multimedia presentations, debates, summaries,

descriptions, explanations, instructions, letters, and narratives

• demonstrate a commitment to high-quality work when presenting ideas and

information in a variety of school, community, and work contexts Self and Society (Personal Awareness) It is expected that students will:

• demonstrate awareness of the range of communication technologies and the impact these have on the workplace, their careers, and their lives

Self and Society (Building Community) It is expected that students will:

• communicate purposefully, confidently, and ethically in various interpersonal and electronic contexts, including the

workplace

O

The Writers’ Workshop approach involved students in a series of writing activities throughout a term. Evaluation was based on writing portfolios that included a variety of workplace communications.

P

A

E

D-137

A

D: A

E

• Samples

Workshop to practise and develop their workplace communication skills. They also decided to focus on letters, memos, summaries, information searches, forms, accident reports, and other common workplace communications.

• The teacher then talked about portfolios and told students that all their writing from the workshop would go into a writing portfolio for evaluation. The students and teacher together generated criteria for an effective portfolio. Each student then made a personal three-sided pocket portfolio out of Bristol board. • The teacher began the next class with a

mini-lesson on required content for the writing portfolio. Students learned about the table of contents, a reflection form for each piece of writing, and the review form for the portfolio as a whole. The teacher also told students that they would be sharing their portfolios with partners, who would evaluate their work based on the criteria for an effective portfolio.

• The teacher emphasized the importance of having a range of different workplace communications in their portfolios. Students were invited to share their ideas of what might go into a portfolio based on written communications that they had done in a work setting or that they knew they would be expected to do.

• Each of the remaining Writers’ Workshop sessions began with a mini-lesson on a different aspect of workplace

communications such as writing letters, recording information, and conveying messages. The teacher then gave the class a specific scenario in which they had to produce a range of possible

communications. Students each chose a specific task or problem to work on.

Students were next given time to write, edit, and proofread their communications while the teacher moved through the class conferring with them. At the end of each session, several students shared what they had written with the class.

• Toward the end of the term, the class reviewed the criteria for an effective portfolio. Before submitting them to the teacher, students reviewed and evaluated their own portfolios and exchanged them with partners for review. The partner completed a checklist of the portfolio contents and a peer evaluation. In evaluating the portfolio, the teacher considered the portfolio contents and each student’s self- and peer evaluations.

D

C

The teacher reviewed with students the learning outcomes for the unit. The teacher and students decided that they would use a checklist and a rating scale for self-, peer, and teacher evaluation.

Checklist

Portfolio includes:

• a range of communications • a reflection form for each piece • a review form for the entire portfolio • a table of contents

The ratings for the checklist were complete or incomplete (one or more criteria not evident). Students were required to revise their work until all aspects of the portfolio were complete.

Portfolio Rating Scale

• overall, a great deal of effort has been put into the portfolio in terms of

thoroughness, editing, quality, and accuracy

A

D: A

E

• Samples

• communications are engaging and well written

• communications demonstrate all particular requirements of format and style

• writing is free of errors

• audience and purpose of each communication are clear

• reflection forms are thoughtful, displaying understanding of the communication format and awareness of strengths and weaknesses

• presentation is neat and well organized

• a range of communication forms (10 or more)

• a reflection form for each piece

• a review form for the entire portfolio

• a table of contents