Social Responsibility grades k to 3 ◆ Social Responsibility in Grades K to 3 . . . 17 Quick Scale . . . 19 Elaborated Scale Section 1: Contributing to the Classroom and School Community . . . 20 Section 2: Solving Problems in Peaceful Ways . . . 21 Section 3: Valuing Diversity and Defending Human Rights . . . 22 Section 4: Exercising Democratic Rights and Responsibilities . . . 23 Samples 1: Soccer Solutions Book . . . 24 2: Authors’ Circles . . . 29 3: Finding Solutions . . . 34 4: Making the World Wonderful . . . 38 5: Cooperative Groups . . . 43 6: Clean-Up Activities . . . 46 7: Animal Collections . . . 48 8: Reading Partners . . . 50 9: Making Butter . . . 52 10: Teacher-On-Call . . . 54 BC Performance Standards
40
Embed
Social Responsibility - British Columbia · Social Responsibility grades k to 3 ... clean up personal and communal space ... Grades K to 3 Social Responsibility Section 2: ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Social Responsibilityg r a d e s k to 3
◆ Social Responsibility in Grades K to 3 . . . 17
Quick Scale . . . 19
Elaborated Scale
Section 1: Contributing to the Classroom and School Community . . . 20
18 B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A M E W O R K
action (e.g., show what they could do to make others feel safe andwelcome in their classroom; brainstorm and evaluate solutions toclassroom or playground problems; write both happy and sadendings to problem situations)
◆ responding to situations in stories that involve social responsibility(e.g., giving advice to a character; explaining how they wouldbehave in the same situation; generating alternative courses ofaction a character could take)
◆ learning about rights and responsibilities (e.g., the United NationsConvention on the Rights of the Child); then creating individual orgroup illustrations or dramatizations
◆ identifying ways to improve the classroom or school, making andcarrying out a plan, and evaluating the results
◆ sharing ideas about why the world is wonderful and workingindependently or in groups to generate ideas for how to keep theworld wonderful
N OT E :
For additional support, teachers might want to also refer to the Primary
Program document.
A B O U T T H E S A M P L E S
When considering the following samples and examples of student work
for grades K to 3, it is important to keep in mind that most teacher
assessment and evaluation of social responsibility develops from
accumulating observations in a wide variety of situations. Each incident
or activity contributes a small amount of information. Taken together,
however, they can provide a useful profile of student development. Most
teachers try to focus observations on a small number of students during
each activity. Over time, they are able to record a variety of observations
for all students.
G R A D E S K T O 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
19
Aspect Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)
CONTRIBUTINGTO THECLASSROOMAND SCHOOLCOMMUNIT Y
SOLVINGPROBLEMS INPEACEFULWAYS
VALUINGDIVERSITYANDDEFENDINGHUMAN␣ RIGHTS
EXERCISINGDEMOCRATICRIGHTS ANDRESPONSIBILITIES
• often unfriendly ordisrespectful of others
• generally reluctant toparticipate in andcontribute toclassroom and groupactivities
• in conflict situations,often expresses angerinappropriately;blames or putsdown others
• has difficultyrecognizing problems;may suggest inappro-priate strategies
• sometimesdisrespectful; tends tofocus on own needsand wants
• can often repeat classor school rules, but isunable to think of waysto improve school,community, or world
• usually friendly and, ifasked, will help orinclude others
• may need promptingto participate in andcontribute to classroomand group activities
• in conflict situations,tries to state feelingsand manage angerappropriately, butquickly becomesfrustrated; tends tooverestimate orunderestimate theneed for adult help
• can identify simpleproblems; with help,generates strategies
• usually respectful; maynot notice when othersare treated unfairly
• with support, shows anemerging sense ofresponsibility for theclassroom and may beable to describe simpleways to improveschool, community,or world
• usually welcoming,friendly, kind, andhelpful
• participates in andcontributes toclassroom and groupactivities
• in conflict situations,tries to express feelingshonestly, manageanger appropriately,and listen politely;most often relies onadult interventionwithout consideringalternatives
• can clarify problemsand generate andevaluate strategies
• increasingly interestedin fairness; treats othersfairly and respectfully
• shows emerging senseof responsibility,generally followingclassroom rules; able toidentify simple ways toimprove the school,community, or world
• welcoming, friendly,kind, and helpful
• participates in andcontributes toclassroom and groupactivities; often takes onextra responsibilities
• in conflict situations,usually manages angerand expressesfeelings␣ appropriately;often tries tosolve problemsindependently, butknows when to getadult help
• clarifies problems,generates␣ appropriatestrategies, and predictsoutcomes
• fair, respectful; may“stick up” for otherswhen perceivinginjustice
• shows a clear sense ofresponsibility in theclassroom and anemerging sense ofidealism—wants tomake the world abetter place
Quick Scale: Grades K to 3 Social ResponsibilityThis Quick Scale presents summary statements from the four categories in a one-page format for ease of use.
In most cases, these scales can be used to evaluate student development anytime during the year.
In the Elaborated Scale, each of the four categories is printed on a separate page.
B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A M E W O R K○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
20
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)
Elaborated Scale: Grades K to 3 Social Responsibility
Section 1: Contributing to the Classroom and School CommunityIn most cases, this section of the Elaborated Scale can be used to evaluate student development anytime during the year. Note that evaluation
of student progress in this area requires observation of actual student behaviour. Written activities or other products do not generally offer appropriate evidence.
The student is oftenunfriendly or disrespectfulof others; generallyreluctant to participate inand contribute to classroomand group activities.
Observations may include:
• may exclude others oract unfriendly
• often reluctant to clean uppersonal space; mayobject to helping clean upcommunal space
• may not respect others’space and belongings
• participates in some classactivities; may avoidothers or needcontinuous support
• may need supervision inorder to completeassigned␣ responsibilities
• needs prompting andsupport in order tocontribute ideas
• may have difficulty takingturns or following otherbasic rules for workingwith others
• rarely encourages orcompliments others
• often rejects groupprocedures suggested byothers, but cannot suggestreasonable alternatives
The student is usuallyfriendly and, if asked, willhelp or include others; mayneed prompting toparticipate in andcontribute to classroom andgroup activities.
Observations may include:
• usually friendly andwilling to help or includeothers when asked
• needs encouragement toclean up personal andcommunal space
• sometimes needsreminding to respectothers’ space andbelongings
• participates in classactivities; may needencouragement
• may be inconsistent incompleting assignedresponsibilities
• sometimes needsencouragement tocontribute ideas
• with support, follows basicrules for working withothers (e.g., takes turns,shares tasks)
• when prompted, tries toencourage or complimentothers, usually byrepeating something theteacher has said
• can follow groupprocedures; may needreinforcement
The student is usuallywelcoming, friendly, kind,and helpful; participates inand contributes toclassroom and groupactivities.
Observations may include:
• usually welcoming,friendly, kind, and helpful
• cleans up personal andcommunal spacewhen asked
• usually respects others’space and belongings
• participates willingly inmost class activities
• dependable aboutassigned␣ responsibilities
• often looks forreinforcement whencontributing ideas
• follows basic rules forworking with others; mayneed some reinforcement
• encourages andcompliments others,often modellingteacher’s language
• once an activity isinitiated, often helps toorganize how thegroup works
The student is welcoming,friendly, kind, and helpful;participates in andcontributes to classroomand group activities; oftentakes on extra responsibilities.
Observations may include:
• welcoming, friendly, andkind; brings a positiveattitude; helpful
• willingly cleans uppersonal and communalspace when asked
• respects others’ space andbelongings
• participates willingly in allclass activities; may try toinitiate new activities
• dependable; may take onextra responsibilities
• willing to contribute ideaswhen appropriate
• follows basic rules forworking with others
• frequently encouragesand compliments others,sometimes on owninitiative
• able to change roles in agroup, sometimes takingon leadership; ofteninitiates activities
G R A D E S K T O 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
21
Elaborated Scale: Grades K to 3 Social Responsibility
Section 2: Solving Problems in Peaceful WaysThis section of the Elaborated Scale considers how students behave in conflict situations and how well they are able to apply problem-solving strategies to
both real and hypothetical situations. In most cases, this section can be used to evaluate student development anytime during the year.
In conflict situations, thestudent often expressesanger inappropriately;blames or puts down others.The student has difficultyrecognizing problems; maysuggest inappropriatestrategies.
Observations may include:
• appears unaware ofothers’ needs or feelings
• may be unaware ofinterpersonal problems
• tends to blame or putdown others; avoidsresponsibility
• often expresses angerinappropriately
• may offer irrelevant orillogical arguments or beunable to explainreasoning; shows no senseof how the listener isreacting
• with support, may listenquietly when otherspresent their views; maynot be able to restate
• often does not recognize aproblem or issue
• needs support to generatestrategies for solvingproblems; may suggestinappropriate strategies
• has difficulty connectingcause and effect
• may deliberatelymisrepresent a situationto avoid consequences
In conflict situations, thestudent tries to state feelingsand manage angerappropriately, but quicklybecomes frustrated; tends tooverestimate␣ or␣ underestimatethe need for adult help. Thestudent can identify simpleproblems; with help,generates strategies.
Observations may include:
• shows empathy to othersin immediate, concretesituations (e.g., if othersare hurt, crying)
• often overestimates orunderestimates need foradult intervention
• tries to state own feelings(e.g., make “I” statements),but quickly becomesfrustrated and resortsto blaming
• tries to manage angerappropriately; oftensounds judgmental
• offers at least one reasonfor position; often repeatswhat others say
• may need reminding tolisten politely to others’views; may be able torestate in simple situations
• can identify simpleproblems/issues; needshelp restating in own words
• generates one or two simplestrategies␣ for␣ solving␣ problems
• with help, describesconsequences of own andothers’ behaviours
• tends to report ownbehaviour accurately, eventhough there may beconsequences
In conflict situations, thestudent tries to expressfeelings honestly, manageanger appropriately, andlisten politely; often relies onadult intervention withoutconsidering alternatives.The student can clarifyproblems and generate andevaluate strategies.
Observations may include:
• shows empathy and canoften identify others’feelings in familiar situations
• sometimes tries to solveproblems independently,but tends to rely on adultintervention withoutconsidering alternatives
• with support, tries toexpress feelings honestlyand appropriately insimple situations; oftenremembers to use “I”statements
• usually manages angerappropriately, but maysound judgmental
• provides several reasonsto support a position
• listens politely to others’views; with support canoften restate
• with frequentreinforcement, canidentify and explainsimple problems or issues
• generates strategies toaddress problems
• explains consequences ofown and others’ behaviours
• with support, can usecriteria to evaluate ownbehaviour in simple,concrete situations
In conflict situations, thestudent usually managesanger and expresses feelingsappropriately; often tries tosolve␣ problems␣ independently,but knows when to get adulthelp. The student clarifiesproblems, generatesappropriate strategies, andpredicts outcomes.
Observations may include:
• shows empathy and candescribe others’ feelings inan increasing range ofsituations
• often tries to solveproblems independently;shows increasingly goodjudgment about when toget help
• usually expresses feelingshonestly and appropri-ately in simple situations;uses “I” statements; mayneed occasional support
• manages angerappropriately; tries to takea non-judgmental tone,but often lapses
• tries to present reasonsand arguments that willappeal to those listening
• listens actively; if prompted,considers and can explainanother’s point of view
• can identify and explainsimple problems or issues
• beginning to choose ideasto fit a specific situation
• predicts consequences ofown and others’ behaviour
• can use criteria to evaluateown role and behaviour insimple, concrete situations
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)
B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A M E W O R K○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
22
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)
Elaborated Scale: Grades K to 3 Social Responsibility
Section 3: Valuing Diversity and Defending Human RightsIn most cases, this section of the Elaborated Scale can be used to evaluate student development anytime during the year.
The student is sometimesdisrespectful; tends to focuson own needs and wants.
Observations may include:
• sometimes disrespectfultoward others; may makeexcuses and refuse toapologize
• may complain aboutvariations in languageor accent
• may be disrespectful ordismissive of cultures thatdiffer from own; tends tohave a narrow view of thecommunity
• focuses on own needsand wants
• may engage in stereo-typing (e.g., age, gender)and appear unaware of itsnegative effects
The student is usuallyrespectful, but may notnotice when others aretreated unfairly.
Observations may include:
• usually respectful toothers; accepts feedbackon lapses and is willing toapologize
• may passively avoidothers whose language,accent, or dialect is verydifferent from own, but isnot openly disrespectful
• generally accepting ofcultures encountered
• with support, can describesome basic rights withinthe school community
• with support, identifiessome forms of stereo-typing (e.g., age, gender)
The student is increasinglyinterested in fairness; treatsothers fairly andrespectfully.
Observations may include:
• treats others fairly andrespectfully; generallyaccepting of differences(may need modelling)
• accepting of variations inlanguage, accent, dialect;tries to be supportive
• shows interest in culturesencountered
• increasingly interested infairness; can describesome basic rights withinthe school community
• recognizes some blatantforms of stereotyping;with support, can describesome simple negativeeffects
The student is fair,respectful; may “stick up” forothers when perceivinginjustice.
Observations may include:
• treats others fairly andrespectfully, includingthose who are different insome way
• respects variations inlanguage, accent, dialect;may try to help or learnfrom others
• shows appreciation forcultures encountered;often seeks to learn more
• may “stick up” for otherswhen she or he perceivesinjustice; can describesome basic rights withinthe school community
• recognizes some forms ofstereotyping and candescribe negative effects
G R A D E S K T O 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
23
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations(Minimal Level)
Elaborated Scale: Grades K to 3 Social Responsibility
Section 4: Exercising Democratic Rights and ResponsibilitiesIn most cases, this section of the Elaborated Scale can be used to evaluate student development anytime during the year.
The student can oftenrepeat class or school rules,but is unable to think ofways to improve school,community, or world.
Observations may include:
• can often repeat class orschool rules by rote, buthas difficulty connectingthem to concrete situations
• seems unaware anduninterested in schoolor community issuesor projects
• considers own wants andneeds first in usingresources
• unable to think ofimprovements for theschool, community, orworld, except thosefocused on own wants
With support, the studentshows an emerging sense ofresponsibility for theclassroom and may be ableto describe simple ways toimprove school, community,or world.
Observations may include:
• when prompted, makesconnections betweenclass or school rules andspecific situations
• beginning to showinterest in school orcommunity issues orprojects that affect him orher directly, once these areexplained; may repeatothers’ suggestions aboutways of helping
• may describe appropriateuse or conservation ofresources but forget tocarry them out
• with support, identifiessome simple ways theschool, community, orworld could be improved;often unrealistic
The student shows anemerging sense ofresponsibility, generallyfollowing classroom rules;able to identify simple waysto improve the school,community, or world.
Observations may include:
• generally follows class andschool rules; can explainbasic responsibilities
• shows interest in concreteschool or communityissues or projects that arebrought to his or herattention (e.g., littering,stoplights); suggestionsmay be impracticalor unrealistic
• shows increasing interestin using resources wisely;often inconsistent, needsreminding
• can identify simple waysthe school, community, orworld could be improved;sometimes unrealistic
The student shows a clearsense of responsibility in theclassroom and an emergingsense of idealism—wants tomake the world a betterplace.
Observations may include:
• consistently follows classand school rules and maysuggest constructivechanges; can explain basicresponsibilities
• suggests ways to dealwith school or communityissues or projects;identifies ways to help(sometimes unrealistic)and may try to initiateaction
• attempts to use resourceswisely; if asked, offersideas about ways toreduce, recycle, and reusein the classroom
• shows an emerging senseof idealism—of wantingto make the world abetter place
24 B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A M E W O R K
Sample 1: Soccer Solutions Book
C O N T E X T
The Grade 2 students in this classroom were “soccer crazy.” However,
they frequently had difficulty following rules and guidelines on the
playground. Students often returned to the classroom after recess or
lunch with hurt bodies and feelings. The teachers developed the
following process to deal with the problem.
P R O C E S S
Students were placed in groups of three or four. The class reviewed what
they had learned about working effectively in groups. Each group was
asked to assign roles to its members (Writer, Reader, Questioner) and
given the following task.
1. Brainstorm and write down problems kids might have when playingsoccer.
2. As a group, choose three problems that you would like to solve. Thenwrite them in the “problems” column of a two-column Problems andSolutions chart.
3. For each problem, decide on a good solution or a way to keep the problemfrom happening. Write your solutions in the “solutions” column.
4. Write numbers beside the first, second, and third most importantsolutions.
5. Explain which solution you choose as the most important and why.
6. If you have time, draw pictures of you and your group playing soccerfairly.
While students worked in their groups, the teacher observed and made
notes about group behaviour. The groups met in the carpeted area to
share their problems and discuss possible solutions. After the class
discussed several solutions, the teacher explained that they were going
to make a big book called, Our Soccer Solutions Book. The purpose of the
book would be to remind people how to play fairly and solve problems in
their soccer games.
Each student created a rough draft of a page for the big book that explained
a “soccer solution.” The teacher helped them check their work before
they wrote and illustrated their final copies. The teacher collected the
pages and assembled them into a big book that is kept on display in the
classroom and used as a reference when problems arise.
G R A D E S K T O 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
25
N OT Y E T W I T H I N E X PE C TAT I O N S
Teacher’s Observations
During the group activity, this student was inattentive and distracted,
and clearly did not listen to other students. After prompting by the
teacher, the student offered two ideas about problems, in both cases
repeating ideas other students had already offered. The student tried to
engage students from other groups in conversation.
This student needed sustained support to complete the written task, and
even then offered a very simplistic suggestion: “Always remember to not
jump on players because it’s dangerous.”
◆ needs supervision in order to complete assigned responsibilities
◆ needs prompting and support in order to contribute ideas
◆ has difficulty taking turns or following other basic rules for workingwith others
◆ often does not recognize a problem or issue
◆ needs support to generate strategies for solving problems