Making informed decisions about what to learn |
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While a short class/course/unit description may provide you with some useful information by identifying broad themes it does not necessarily provide sufficient information about the learning process to make an informed decision. Many of the life skills required for your teenager to achieve their goals may not be taught as separate subjects, but are integrated into multiple subjects. This is particularly the case for social skills. Each class/course/unit could also use a range of teaching strategies and lesson designs some of which may better suit your teenager's preferred learning style.
Making informed decisions about what to learn
A good decision is an informed decision.
It is important not to leave class/course/unit decisions to chance. Take an active role and gather sufficient information to assist you and your teenager to make an informed decision. Information from the curriculum document can provide you with detailed information and can assist you to determine if the class/course/unit will assist you to develop the skills necessary to achieve the identified goals.
But don't stop there.
When deciding upon what subjects/classes/units to take consider the following questions:
- What are the student's identified goals and learning priorities? (you need to identify what your teenager's goals are first in order to determine if a class/course/unit can assist your teenager to develop the skills necessary to reach those goals)
- What is the student's current skill level? (Sometimes called a baseline measurement)
- How is this class/course/unit relevant to this student's current and future learning needs?
- What are the goals and learning outcomes of the class/course/unit? (Are they relevant?)
- Does the student have an interest in this subject?
- What is the content of the class/course/unit? (Is it relevant?)
- What is the skill level of class/course/unit - are the goals/learning outcomes challenging but achievable? (promoting success not failure)
- What will the student actually do? (Is this relevant?)
- Will this class/course/unit effectively assist this student to reach his/her identified goals and priorities?
- Will this class/course/unit increase this student's independence and work-life skills?
- Is this class/course/unit content age-appropriate?
- Has the student already acquired these skills, completed this class/course/unit or a completed similar class/course/unit?
- Does the class/course/unit include learning opportunities to use and practice the skill(s) in real life/ everyday scenario?
- What would happen if the student didn't take this class - didn't learn the skills associated with this class/course/unit? (Would the student be able to function as an adult if he/she does not learn this skill?)
- What practical teaching strategies will be used?
- How will the student be assessed? How will you know if the student has achieved the goals/learning outcomes?
- Are there any adaptations or modifications needed?
- What additional things can we do in other environments (school, home and/or community) to reinforce, compliment, enhance and generalise the skills learnt in this unit? (cross-collaboration)
Think outside the Square!
If there is a specific class that the student does not enjoy and/or is not getting value from you may need look at other classes they may attend as a substitute.
Example: Daniel, a Year 7 student, did not like attending his art class. He found this class very difficult and was not gaining any benefits from attending. He did, however, have a great interest in Home Economics but this subject was not available in his year level on that line.
After some investigation and discussions with Daniel, his family and the school, it was agreed that Daniel could join a Year 8 Home Economics class instead of attending his Year 7 Art Class. This had excellent results and Daniel acquired skills that he would not have learnt if he continued to attend but not participate in his Art Class.
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