Family Studies Teaching Resource Package
Individuals and Families in a Diverse Society, (HHS4M)
Grade 12, University/College Preparation
Course Description:
“This course applies current theories and research from the disciplines of anthropology, psychology, and
sociology to the study of individual development, family behaviour, intimate and parent–child
relationships, and the ways in which families interact within the diverse Canadian society. Students will
learn the interpersonal skills required to contribute to the well-being of families, and the investigative
skills required to conduct and evaluate research about individuals and families.
Prerequisite: Any university, university/college, or college preparation course in social sciences and
humanities, English, or Canadian and world studies (Ministry of Education, p. 68).”
Course Focus
Course Content (key topics of interest)
- applies theories from
anthropology, psychology
and sociology
- study of individual
development, family
behaviour, intimate and
parent-child relationships,
and the ways in which
families interact within the
diverse Canadian society
- students will develop the
interpersonal skills for the
well-being of families, and
investigative skills required
to conduct and evaluate
research about individuals
and families
- Developmental theories
- Similarities and differences of male and female development
- Intimate relationships (similarities and differences between males and
females, and traditional and non-traditional relationships)
- Parent-child relationships and theories
- Parental role in the development and socialization of children (learning theory,
social role theory)
- Individual roles in society and the factors that influence decision about
individual lifestyle
- Role expectations in intimate and marital relationships
- Strategies for communicating and negotiating to maintain satisfying
relationships
- Factors influencing the role of becoming a parent
- Diversity in personal, family, male and female roles in various cultures and
historical periods
- Diversity in families throughout history
- Historical and ethno cultural factors affecting variation in mate-selection,
marriage customs, and marital roles
- Patterns and practices in child-bearing in various cultures
- Roles of children in families in various cultures and historical periods
- Cultural, historical and religious variations in parental roles, childbearing
practices and the role of extended family and society in childbearing
- Individual development and decision-making of social challenges and
challenges and life events
- Perceptions, opinions and demographic trends relating to life patterns of
individuals, intimate relationships, childbearing
- Current issues relating to parents and children on childbearing
- Roles of social systems and institutions in the rearing and socialization of
children
- Child abuse
- Divorce
- Impact of economic and political instability and migration on child
development and socialization
- Effectively use research methods and develop investigative skills to display
results in a variety of different methods (graphs, essays, charts, spreadsheets,
etc.)
Practical Hands-On
Elements
- Conduct an independent
study of an issue concerning
individuals and families in a
diverse society, and report
the results
(Poole, 2011a)
Contents
Overview ....................................................................................................................................................... 3
Family Studies Curriculum ............................................................................................................................ 4
Curriculum Document ............................................................................................................................... 4
Assessment and Evaluation Guide ............................................................................................................ 4
Family Studies Philosophy............................................................................................................................. 6
Philosophy for Individuals and Families in a Diverse Society ................................................................... 6
Commitment to Students and Student Learning .......................................................................................... 7
Differentiated Instruction ......................................................................................................................... 7
Bringing Theories to Life ....................................................................................................................... 7
Portfolios: Examples for Individuals and Families in a Diverse Society ................................................ 7
Professional Knowledge .............................................................................................................................. 10
Theories and Theorists ............................................................................................................................ 10
Professional Practice ................................................................................................................................... 11
Building Family Studies Expertise ........................................................................................................... 11
Course Profile: Individuals and Families in a Diverse Society ............................................................. 11
Project ideas........................................................................................................................................ 11
Interactive Resource ............................................................................................................................... 12
TodaysMeet ........................................................................................................................................ 12
Assessing Practical Projects .................................................................................................................... 13
Rubric Building Resources ................................................................................................................... 13
Checklist .............................................................................................................................................. 14
Leadership in Learning Communities.......................................................................................................... 16
Tribes Learning Communities ................................................................................................................. 16
Project-Based Learning Tools.................................................................................................................. 16
(BIE, 2011) ........................................................................................................................................... 16
Ongoing Professional Learning ................................................................................................................... 17
Community Sewing Classes: The Sewing Studio, Toronto ...................................................................... 17
OTF Summer Institutes, Subject-Based Workshops ............................................................................... 18
Additional Qualifications Courses for Teachers of Family Studies ......................................................... 19
References: ................................................................................................................................................. 20
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Overview
This resource package is intended to help Family Studies teachers with the planning, instruction,
assessment and evaluation of Individuals and Families in a Diverse Society (HHS4M). The resource also
provides suggestions for professional development and leadership opportunities to enhance your Family
Studies teaching practice as a whole. This package includes a variety of resources to assist Family
Studies teachers achieve the expectations outline in the Ontario Social Sciences and Humanities
document including assessment and evaluation guides and tools, differentiated instruction strategies,
sample projects, interactive resources, and project-based learning tools. I hope that you will find this
resource useful in engaging your students and guiding them through their learning through the course
Individuals and Families in a Diverse Society.
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Family Studies Curriculum
Curriculum Document
Social Science and Humanities Curriculum Document, Grades 11-12
Individuals and Families in a Diverse Society, (HHS4M) Grade 12, University/College Preparation
Curriculum expectations to be addressed in HHS4M can be found on pages 68-74 of the Social Sciences
and Humanities Curriculum Document, Grades 11-12 (Ministry of Education, 2000). This document can
be accessed at: http://www.edu.gov.on.ca/eng/curriculum/secondary/sstudies1112curr.pdf
Assessment and Evaluation Guide
The Ontario Curriculum Unit Planner: Assessment Companion
The excerpt from Assessment Companion below summarizes the purpose of this document:
The Assessment Companion is intended to assist teachers designing instructional units using the
Ontario Curriculum Unit Planner. It is part of the Planner’s Teacher Companions database, which
includes the following components:
• Teaching/Learning Strategies
• Assessment Companion
• ESL/ELD Companion
• Special Education Companion
• Explanatory Notes
The Teacher Companions database was compiled by Ontario educators and field-tested for use in
Ontario schools. It is intended to help the collaborative and reflective practitioner plan, develop,
implement, and evaluate curriculum units that:
• meet the needs of all students in the classroom;
• provide a balance in the range of learning experiences;
• recognize the interrelated phases involved in the learning process;
• provide consistent terminology to support effective teaching and learning;
• incorporate effective instructional strategies and assessment strategies;
• support the implementation of the Ontario curriculum.
While every effort has been made to provide appropriate information for educators, the database is not
intended to be a definitive treatment of the topics it includes. Its contents should be read as
suggestions, not prescriptions. To help educators who find themselves in a variety of circumstances, the
database includes references to supports and applications that may not be available to all practitioners.
You can use the database in the following ways:
1. Browse individual records by clicking on the Companion icon (i.e., the overlapping pages icon)
found on most Planner screens.
2. Click on the field and use the right scroll bar to see more text. Individual records are created
using field boxes that may be larger than they first appear.
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3. Use the “Find” feature to search for key words/phrases according to specific criteria.
4. Copy/Paste specific sections of a Companion record into the appropriate text box (e.g.,
“Teaching/Learning”), making any additional notes.
5. Use the Bookmark feature to attach individual records as a resource for your unit.
6. Attach teaching/learning strategies, assessment strategies, recording devices, and bookmarked
resources by clicking on the “+” in relevant fields in the subtasks.
7. Since the database contains fixed records which cannot be altered except by copying and
pasting their text into another area (e.g., Scrapbook, Teaching/Learning text box, Subtask
Notes), create blackline masters of additional strategies and attach them as resources in specific
and subsequent units.
8. Print a whole Companion or individual record using the Print icon.
Visit the Planner website at www.ocup.org to download new versions of the Companions.
This document contains the following information which is relevant to assessment and evaluation in
senior Family Studies courses:
 Policy relating to the assessment of student achievement in Ontario Schools
 Program planning and assessment
 Reporting student achievement in grades 9-12
 Exemplars
 Strategies for assessment of student achievement including, classroom presentations,
conference, essay, exhibition/demonstration, interview, learning log, observation, performance
tasks, portfolios, oral question and answer, quiz, test, examination, response journal, select
response and self-assessment
 Devices for recording of student achievement including anecdotal records, checklists, rating
scales and rubrics
The complete document can be accessed at:
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/assess2002.pdf
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Family Studies Philosophy
Philosophy for Individuals and Families in a Diverse Society
Students choose to take Family Studies courses for a variety of reasons including personal
interest, contribution to future career aspirations, to balance out a heavy course load or to fill their time
table (Tryssenaar, 2011). As such, as a Family Studies teacher you will likely have students in your
classes that represent diverse backgrounds in academic achievement and motivation. Family studies
courses cover a wide range of content and provide opportunities for a wide range of instructional
strategies from hands-on food labs and sewing to more content based social science research and
writing. As a Family Studies teacher, it is important to know your students’ interests and abilities and
tailor your programming to meet individual student needs. Because Family Studies courses are open to
almost all students, you will likely always have a variety of your students in your classes. It is your
challenge to meet the needs of the diversity of learners in your classroom for each and every class.
Individuals and Families in a Diverse Society is a University/ College preparation course, meaning
this course is designed to prepare students with the knowledge and skills they need to meet entrance
requirements for specific programs at universities and colleges (Tryssenaar, 2011). The only
prerequisite for this course is “any university, university/college, or college preparation course in social
sciences and humanities, English, or Canadian and world studies (Ministry of Education, 2011, p. 68).
The course is very heavy in theoretical content and therefore it is your challenge to make learning in this
course exciting, hands-on and relevant by bringing these theories to life for students.
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Commitment to Students and Student Learning
Differentiated Instruction
“Differentiated Instruction is effective instruction that is responsive to the learning preferences, interests
and readiness of the individual learner.”
Differentiated Instruction Teacher’s Guide, 2007 as quoted by Tryssenaar, 2011
Bringing Theories to Life
As discussed, this course contains much theoretical content. Below are some suggestions for “bringing
theories to life” in this course. See also Project 1 under Professional Practice, Project Ideas.
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Create a comic strip of theorists and theories
Create a theorist superhero to demonstrate their contributions to humankind
Role play different scenarios
Create a commercial, TV show or news report
Classroom debate
Case studies
(Poole , 2011b and Russi, 2011)
Portfolios: Examples for Individuals and Families in a Diverse Society
A portfolio is a collection of samples of work that is selective, reflective and collaborative and
demonstrates student effort, progress and achievement (Tryssenaar, 2011).
Type of Portfolio
Collection Portfolio
- consists of a great deal of
miscellaneous work
- criteria setting related to
curriculum expectations not evident
- includes a minimum amount of
reflective responses
- can be subject specific or unit
specific in nature
Purpose
- used to accumulate a large amount
of student work to be used at a later
date for a specific purpose and
involving criteria-based selection
- often forms the basis for a Growth
or Showcase Portfolio
Example
Collection of Reflective Responses
Portfolio.
This course includes a number of
issues that would allow students to
create reflective responses; what
they have learned and how it relates
to their own individual
development, family behavior,
relationships with parents, and how
families interact in society. Have
students create a reflective piece
each Friday on the content covered
in the previous week and then
collect each piece in this portfolio.
You may want to consider not
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Growth Portfolio
- includes work in progress, best
pieces and significant pieces as
determined by the student and/or
teacher
- includes dated contents to monitor
over time
- uses criteria set in relation
- shows student progress in
understanding content and skill
development over a longer period
of time
- used as a resource for planning
future instruction to assist student
progress
-supports conferences and reporting
to parents
Unit Portfolio
- includes work related to a unit
which can be subject specific or
cross-curricular
- can include work in progress,
process work and best pieces or be
culled to the level of a Showcase
Portfolio
- demonstrates acquired knowledge
and skills related to a specific unit
within a course/subject/grade
Skills Portfolio
- includes work related to skill
development in a specific
unit/course/subject/grade (i.e.
writing portfolio, research portfolio,
fashion sketching portfolio)
- can include work in progress,
process work and best pieces, or be
culled to the level of a Showcase
Portfolio
- used to demonstrate the student's
skill development over a period of
time
marking the content as it may be
personal, however, it would be
effective in motivating students to
be engaged in the course content
using personal reflection.
This course requires students to
analyze a number of theories
related to individual development,
family behavior, intimate parentchild relationships and how families
interact in Canadian society
(Ministry of Education, 2000).
Students can collect pieces of work
that demonstrate their
understanding of the theoretical
content of the course. The end
product will consists of a number of
products that demonstrate student
understanding of the theoretical
components of the course.
Teachers can use the portfolio to
conference with students to assess
student progress and use this
information for planning future
instruction.
Students could collect and select
work created in the Diversity,
Interdependent and Global
Connections strand and use this
portfolio to demonstrate knowledge
acquired throughout his unit.
Students can include progress work
and best pieces of work that
demonstrate their understanding of
the historical and ethnocultural
origins of contemporary individual
lifestyles, socialization patterns and
family roles and the changes that
have occurred in family structure
and function throughout history of
the family.
One of the expectations in the
Research and Inquiry strand is,
- conduct an independent study of
an issue concerning individuals or
families in a diverse society, and
report the results, using social
science format.
Students can collect work as they
progress through the stages of
research and submit all pieces as a
Skills Portfolio. Selected work could
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Showcase Portfolio
- contains the student's best work
over a period of time
- can be subject specific, skills or
unit based
- used to highlight the student's best
work in a given subject /course
/unit/ grade
- pieces can form the basis of a
Comprehensive Portfolio or Exit
Portfolio
Comprehensive Portfolio
- contains selected pieces as
evidence of the degree to which a
student has mastered a particular
sets of expectations
- contains pieces from all subject
areas and/or personal learning skills
- supports student progress toward
mastery and can be passed on to
the next grade
Exit/Graduation Portfolio
- contains selected pieces to
demonstrate the student's
achievement of the curriculum
expectations and performance
standards
- contains pieces from a variety of
subject areas and several guides
- supports student progress towards
mastery and can be passed to the
next panel (i.e. elementary to
secondary to college)
- can form the basis for part of the
entrance requirement to a
postsecondary institution
include research notes, drafts, final
paper, and references. This
portfolio would effectively
demonstrate how the student
progressed through the research
process to produce a final product.
One of the expectations in the
Research and Inquiry strand of this
course is,
-distinguish among, and produce
examples of, the following: an essay
arguing and defending personal
opinion; a reaction paper
responding to another person’s
argument; a research paper
reporting on an original
investigation.
Students can select samples of their
best essay, reaction paper and
research papers written throughout
the course and submit them as a
Showcase Portfolio.
Students can collect work that
demonstrates progress towards
mastery of social science research
skills. This can include pieces from
the showcase portfolio as well as
the independent study and any
other work that demonstrates social
science research skills.
Students can use work generated in
this course to add to their portfolio
for entrance into many postsecondary courses. There are many
opportunities in this course for
students to demonstrate their
research and writing skills. Students
could select best pieces from this
course to include in their portfolio
including pieces that demonstrate
their ability to compile quantitative
data and present statistical analysis
or develop databases, write an
opinion paper, reaction paper, or a
research paper.
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Professional Knowledge
Theories and Theorists
To enhance my own professional knowledge I have summarized one of the theorists addressed in
Individuals and Families in a Diverse Society. I hope you will find this summary helpful!
Erik Erikson (1902 – 1994)
• Erikson was born in Frankfurt Germany on June 15, 1902
• Erikson earned a certificate from the Vienna Psychoanalytic Society in Vienna
• In 1933, he moved to the U.S. where he had a number of careers including teaching at Harvard
Medical School, University of California at Berkeley, Yale, San Francisco Psychoanalytic Institute,
Austen Riggs Center, and Center for Advanced Studies of the Behavioral Sciences as well as
having his own private practice in child psychoanalysis (Cherry, 2011).
• Erikson developed the Eight Stages of Development which describes the social-emotional
development in children and teenagers.
• Erikson states that the socialization process consists of eight phases in which each stage is a
“psychosocial crisis.”
• Each stage requires resolution before the next stage can be negotiated. “Satisfactory learning
and resolution of each crisis is necessary if the child is to manage the next and subsequent ones
satisfactorily, just as the foundation of a house is essential to the first floor, which in turn must
be structurally sound to support and the second story... (Child Development Institute, 2010,
p.1).”
Erikson’s Eight Stages of Development
1. Learning Basic Trust Versus Basic Mistrust
2. Learning Autonomy Versus Shame
3. Learning Initiative Versus Guilt
4. Industry Versus Inferiority
5. Learning Identity Versus Identity Diffusion
6. Learning Intimacy Versus Isolation
7. Learning Generativity Versus Self-Absorption
8. Integrity Versus Dispair
(Child Development Institute, 2010)
To learn more about each stage of development go to
http://www.childdevelopmentinfo.com/development/erickson.shtml
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Professional Practice
Building Family Studies Expertise
Course Profile: Individuals and Families in a Diverse Society
Curriculum Services Canada provides course profiles for a variety of grades and subjects. Course
profiles are professional development materials designed to provide teachers with suggested courses of
study and lessons to address Ontario Curriculum expectations (Curriculum Services Canada, 2002).
The course profile for Individuals and Families in a Diverse Society includes:
 A course overview, course description and course notes
 An overview of five units of study including expectations addressed, teaching and learning
strategies, assessment and evaluation strategies, accommodations, resources and suggested
time for unit completion
 Detailed Unit Plan for Unit 1: An Approach to the Study of Individuals and Families.
The full document can be accessed at: http://curriculum.org/profiles/grade-12-public-social
Project ideas
Project 1: Describing Child Development using Developmental Theories
Expectation Addressed:
– describe the development of individuals at different stages of life, drawing on a variety of
developmental theories (e.g., Erikson’s, Gilligan’s, Kohlberg’s, Levinson’s, Piaget’s, Sheehy’s);
Task:
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Students take the Milestones Quiz to determine if they can describe important developmental
milestones in child development. For each milestone, students will describe the development
occurring drawing on a variety of developmental theories (e.g., Erikson’s, Gilligan’s, Kohlberg’s,
Levinson’s, Piaget’s, Sheehy’s)
The quiz can be accessed at http://www.cdc.gov/Features/DetectAutismTools/
Students then print off the results of the quiz and attach their description of each milestone and
how it relates to theories of childhood development.
In groups, students discuss their findings; which milestones they identify and which theories
they applied to each milestone.
Students can then create a T-chart indicating the milestones they identified and which theories
they applied to each milestone in child development.
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Project 2: Independent Study: Issues concerning individuals or families in a diverse society
Expectations Addressed:
- conduct an independent study of an issue concerning individuals or families in a diverse society,
and report the results, using social science format and documenting sources accurately, using
appropriate forms of citation (e.g., those recommended by the American Psychological
Association);
– demonstrate effective use of current technology to facilitate the production and communication
of a research paper.
Task:
•
Choose and issue to research concerning individuals or families in a diverse society and
communicate research findings in a research paper
• Formulate a research question to answer
• Research, select and assess a variety of primary and secondary internet and print resources
that support your topic
• Summarize research findings in a 1500 word essay with sources documented using APA
format
Note: The Independent Study Checklist provided below can be used to assess student progress
and provide feedback during the research phase.
Interactive Resource
TodaysMeet
TodaysMeet is an online interactive tool that can be used to address a variety of learning needs. This
interactive tool is a live stream that allows students to make comments and ask questions in real time,
encouraging student participation. You can also use this tool to address student needs by using their
feedback to direct and progress your lesson in a direction that caters to your specific students.
How it works.
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Go to http://todaysmeet.com/.
Create a chat room and invite participants to join during your lesson.
While discussing a topic, students can provide feedback, add comments and ask questions in
real time.
This tool would be beneficial for students who are not comfortable asking questions in front of
the class, and also for visual learners.
Display your computer screen on the projector so students can follow the questions and
comments being posted.
All students should have access to the chat room on their own computer so they can provide
input.
Provide students with expectations and remind them that all content must be respectful and
relevant to the class discussion.
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Assessing Practical Projects
Rubric Building Resources
Rubistar
Rubistar is a free online tool you can use to create rubrics. Using this tool you can make custom rubrics
for any project or assignment. You can save and edit rubrics online so you can access them at a later
date. When creating the rubric you can select a basic rubric from a list of specific projects (class debate,
interview, making a poster, timeline, newspaper article, etc.) and then customize the rubric to suit your
students’ needs. You can select rubric categories and content from a drop down menu and edit this
information to customize it to your needs. Once your rubric is complete, you can print it or save it for
use at a later date. You can also modify existing rubrics you have saved.
http://rubistar.4teachers.org/index.php
Rubric Builder
Rubric Builder is an online tool you can use to create rubrics. This tool works similar to Rubistar,
however the major advantage is that is allows you to select criteria specific to courses and expectations
from the Ontario Ministry of Education Curriculum Documents. One disadvantage to Rubric Builder is
that it costs money however; your school board should have access to this resource.
http://www.rubricbuilder.on.ca/
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Checklist
HHS 4M Conference Checklist for Independent Study
Student Name: ______________________
Date: _________________
DEFINE: Topic for research paper has been chosen.
Yes___ No___
Research Paper Topic: ______________________
Student has defined research question
Yes___ No___
Research Question: ______________________
ACCESS: Student has accessed a variety of sources for information.
How many resources have you consulted?
8-10
7-6
5-4
3-2
What types of resources have you consulted (circle ones that apply)?
books
online news articles
newspapers
magazines
reputable websites
television program
interview
other: ________________
video
EVALUATE: Student has evaluated resources and determined if they are appropriate for inclusion in the
project.
How did you determine if you resources were credible? Look for evidence of Accuracy, Authority,
Objectivity, Currency and Coverage.
INTEGRATE: Student has a plan for how they will organize and integrate their information into a
research paper.
Have you defined your topics, subtopics and headlines? What are they?
COMMUNICATE: Student has a plan for how they will communicate the information in the research
paper.
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Look For’s in Evaluating Resources
Accuracy
Authority
Objectivity
Currency
Coverage
Is the information reliable?
Are there any grammatical or spelling errors or any incorrect information provided?
Is the information you have located consistent between different resources?
Does the source provide evidence of editors or that someone has reviewed the article?
Note: These questions are particularly important for online resources because anyone can
publish on the internet. Remember, many internet sources are not reviewed by editors.
Does the author have qualifications related to the subject area?
Is the publisher well known?
Note: Internet sources often do not show the author and when listed, their qualifications may
be missing.
Does the author show bias in the information?
Is there a strong opinion presented?
Note: Be cautious of information that comes from a website that is selling something. The
information is likely bias.
What date was the information created?
Does the information reflect current information in the field?
Is the publication date provided?
Note: Internet sources often do not show sates. When included, dates can have various
meanings including date created or date revised.
What information does the source provide you with? Does the information provide you with
enough depth for your project?
Note: You should try to include different perspectives of your topic. Be sure to consider the
whole story, not just one aspect of the topic.
Above is a checklist/guided questions I created to assess student progress on an independent study in
HHS4M. Because the course requires a lot of analyzing theories, research, decisions and behaviours, a
conference type assessment is very appropriate. This assessment can be used when students “conduct
an independent study of an issue concerning individuals or families in a diverse society, and report the
results, using social science format and documenting sources accurately, using appropriate forms of
citation (Ministry of Education, p.74).” See Project 2 above for a description of the Independent Study
Project. It is important to inform students when you will be conferencing so that they are prepared to
discuss their progress.
This assessment tool is great because it focuses on developing information literacy (Research and
Inquiry skills) and can be adapted to almost any course and project.
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Leadership in Learning Communities
While studying Individuals and Families in a Diverse Society students may come across many
controversial issues. It is important to address and discuss these controversial issues as a class, in small
groups and individually, so that students can grow as individuals and learn to be respectful accepting
citizens. In order to do so effectively and ethically, it is important to establish a respectful learning
community in your classroom. Below are some resources to help you create a safe and equitable
learning environment in your classroom.
Tribes Learning Communities
“A new way of learning and being together” (Tribes Learning Community, 2007)
Become Tribes trained and become a Leader in your professional learning community. Below is a
summary of the Tribes program from the website http://tribes.com/about/
Educators and parents now agree creating a positive school or classroom environment is the most
effective way to improve behaviour and learning. The Tribes TLC® process is the way to do it.
Students achieve because they:
 feel included and appreciated by peers and teachers
 are respected for their different abilities, cultures, gender, interests and dreams
 are actively involved in their own learning
 have positive expectations from others that they will succeed.
The clear purpose of the Tribes process is to assure the healthy development of every child so that each
one has the knowledge, skills and resiliency to be successful in a rapidly changing world.
Project-Based Learning Tools
PBL Essential Elements Checklist
Whatever form a project takes, it must have these Essential Elements to meet BIE’s definition of PBL.
http://www.bie.org/images/uploads/useful_stuff/Essential_Elements.pdf
PBL Project Presentation Audience Feedback Form
This documents helps capture thoughtful feedback from the audience for student presentations in a
project.
http://www.bie.org/tools/freebies/presentation_feedback
PBL Self-Reflection
This document helps students think about what they did in the project and how well the project went.
http://www.bie.org/tools/freebies/self_reflection
(BIE, 2011)
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Ongoing Professional Learning
Courses and professional development opportunities for building expertise in Family Studies
Community Sewing Classes: The Sewing Studio, Toronto
INTRODUCTORY SEWING
Whether you're a first-time seamstress-in-the-making or a frequent dabbler looking to
increase your knowledge and refine your sewing skills, this program is the perfect
place to start. Introductory Sewing is our most technically focused, most
comprehensive sewing course. And it’s fun to boot! You’ll learn the basics of sewing
plus how to work with (and adjust!) a pattern. You’ll build a solid sewing foundation
(read: be able to sew anything after this!) and you'll leave with three projects
including a custom skirt. We'll have you on your way to sewing much, much more.
P R O J E C T S : Drawstring bag, zippered pouch, custom skirt from
a pattern
SKILLS & TECHNIQUES:
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Sewing-machine basics
Tools and terminology
Stitches: Regular stitch, stay stitch, topstitch, edge
stitch, basting, stitch-in-the-ditch
Seam finishes: Serging, zigzag, over-edge zigzag
Preparing, marking, and cutting fabric
Reading a commercial pattern
Installing regular zippers, waistbands, and int erfacing
Sewing a garment that fits including adjusting the size
and sewing darts
Hemming a garment properly
C O S T : $310
F A B R I C A N D S U P P L I E S : To be provided by the student
C O U R S E D U R A T I O N : Two hours once a week for eight weeks
P R E R E Q U I S I T E : None!
Excerpt from http://lovesewing.com/Classes/IntroductorySewing/tabid/175/Default.aspx
(The Sewing Studio, 2010)
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OTF Summer Institutes, Subject-Based Workshops
OFSHEEA
July 4-5, Oakville
Beginner Sewing Workshop (Gr. 9-11)
Want to learn how to run a fabulous fashion class? This workshop will provide helpful tips and successful
projects for the beginning fashion teacher.
OFSHEEA
July 6-7, Oakville
Advanced Fashion Labs (Gr. 11-12)
This workshop is for the more experienced fashion teacher. Participants will explore more advanced
techniques for use in fashion classes, including practical tips, hints and projects.
OFSHEEA
July 11-12, Oakville
Consumer Awareness in the Food Lab (Gr. 9-10)
New to teaching Food and Nutrition? Learn the essentials of setting up and executing effective and
engaging food labs while developing students’ food related consumer awareness. Develop hands-on
instructional strategies to help your students become critical consumers who understand the economics
of food and food preparation.
OFSHEEA
July 13-14, Oakville
Senior Level Food and Nutrition: Planning Learning Tasks with an Economic Focus
This interactive workshop prepares for Food and Nutrition instruction at the senior level with an
economic focus. Participants will review concepts and strategies used to plan lessons, create food labs,
and design research tasks that address economic issues, trends, and skills.
OFSHEEA
July 18-20, Sudbury
Thinking Critically About Local Food to Build Consumer Awareness and Classroom Practice
Learn to integrate financial education and sound consumer practices into intermediate and senior
Family Studies classrooms by increasing the understanding of the complexities of local food, primary
food production and food marketing.
Excerpt from https://event-wizard.com/summerprogram2011/0/pages/44271/
(OTF, 2011)
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Additional Qualifications Courses for Teachers of Family Studies
University of Western Ontario
 Family Studies Part 1
 Family Studies Part 2
 Family Studies Specialist
 Honour Specialist Family Studies
 Intermediate Additional Basic Family Studies
 Senior Additional Basic Family Studies
For more information visit http://aq.edu.uwo.ca/ (University of Western Ontario, 2011)
OISE/University of Toronto
 Family Studies Part 1
 Family Studies Part 2
 Family Studies Specialist
 Honour Specialist Family Studies
 Senior Additional Basic Family Studies
For more information visit http://www.oise.utoronto.ca/conted/aqc/aqcindex.html (University of
Toronto, 2011)
Queens University
 Family Studies Part 1
 Family Studies Part 2
 Family Studies Specialist
 Honour Specialist Family Studies
 Intermediate Additional Basic Family Studies
For more information visit http://coursesforteachers.ca/OurCourses.html (Queens University, 2011)
(OFSLC, 2011)
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References:
BIE. (2011). Project Based Learning for the 21st Century: Tools. Retrieved from
http://www.bie.org/tools/freebies
Cherry, K. (2011). Erik Erikson Biography (1902-1994). About.com. Psychology. Retrieved from:
http://psychology.about.com/od/profilesofmajorthinkers/p/bio_erikson.htm
Child Development Institute. (2010). Stages of Social-Emotional Development in Children and Teenagers.
Retrieved from: http://www.childdevelopmentinfo.com/development/erickson.shtml
Curriculum Services Canada. (2002). Course Profile: Individuals and Families in a Diverse Society.
Retrieved from: http://curriculum.org/profiles/grade-12-public-social
Ministry of Education. (2000). The Ontario Curriculum, Grades 11 and 12: Social Science and Humanities.
Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/sstudies.html
Ministry of Education. (2002). The Ontario Curriculum, Unit Planner Assessment Companion. Retrieved
from http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/assess2002.pdf
Ontario Family Studies Leadership Council. (2011). Additional Qualification Courses. Retrieved from
http://www.ofslc.org/index.php?option=com_content&task=blogcategory&id=18&Itemid=52
Ontario Teachers Federation. (2011). OTF Summer Program 2011: Subject Based Workshops. Retrieved
from https://event-wizard.com/summerprogram2011/0/pages/44271/
Poole, L. (2011a). Family Studies Part 1: Discussion, Comparing Courses. Queen’s University Faculty of
Education. Retrieved from:
https://d2l.educ.queensu.ca/d2l/lms/discussions/messageLists/frame.d2l?isShared=False&fid=16439&ti
d=45078&ou=12603
Poole, L. (2011b). Family Studies Part 1: Discussion, Theorists. Queen’s University Faculty of Education.
Retrieved from:
https://d2l.educ.queensu.ca/d2l/lms/discussions/messageLists/frame.d2l?isShared=False&fid=16442&ti
d=45103&ou=12603
Queens University. (2011). Continuing Teacher Education. Online Courses. Retrieved from
http://coursesforteachers.ca/OurCourses.html
Russi, M. (2011b). Family Studies Part 1: Discussion, Theorists. Queen’s University Faculty of Education.
Retrieved from:
https://d2l.educ.queensu.ca/d2l/lms/discussions/messageLists/frame.d2l?isShared=False&fid=16442&ti
d=45103&ou=12603
The Sewing Studio. (2010). Toronto Sewing Classes, Introductory Sewing. Retrieved from
http://lovesewing.com/Classes/IntroductorySewing/tabid/175/Default.aspx
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Tribes Learning Community. (2007). About Tribes. Retrieved from http://tribes.com/about/
Tryssenaar, L. (2011). Family Studies Part 1. Queen’s University Faculty of Education.
Retrieved from:
https://d2l.educ.queensu.ca/content/CTESPRINT/CONT677/modules/5/topic1/page1.html
University of Toronto Ontario Institute for Studies in Education. (2011). OISE Continuing Education.
Retrieved from http://www.oise.utoronto.ca/aq/index.php
University of Western Ontario. (2011). Continuing Teacher Education. Retrieved from
http://aq.edu.uwo.ca/
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