LAUNCH Learning
Leading Advanced Understanding through Connected Hands-on Learning
“Students don’t need training for today’s realities as much as they need education for tomorrow’s possibilities.”
-Dr. Morton Owen Schapiro
Application Deadline:
February 26, 2016
Integrated Program for Grade 9 Students
Students who opt for the LAUNCH Integrated Program will cover all of the expectations for ENG1D, SNC1D, CGC1D,
PPL1O: for further information on these credits please see the relevant course descriptions for each subject. This
Integrated Program places a strong interdisciplinary focus on the transferable skills that are the basis for success both in
Secondary School and lifelong learning through the specific development of Work Habits and Learning Skills as outlined
on the Ontario Provincial Report Card. Students will engage with the curriculum through both traditional classroom
structure and hands-on, kinesthetic, authentic learning opportunities.
Credit Value: Four (4) In total
•ENG1D
•SNC1D
•CGC1D
•PPL1O
“The illiterate of the future will not be the person who cannot read. It will be the person who doesn’t know how to
learn.”
-Alvin Toffler
Admission Process:
1. GCVI
Application
Sign up for all of the above courses (ENG1D, SNC1D, CGC1D, PPL1O) on your option sheet.
a. Complete the Grade 8 Student Application form attached below.
2. LAUNCH
Applications:
b. Have a current teacher complete the Grade 8 Teacher Referral Form. Teacher should submit
directly to GCVI.
c. Mail or drop off the student application form at GCVI. See the address below.
3. Selection
Process
As this is a limited enrolment course, applications will be reviewed and students will be notified in
May if they are successful in their application
Course Fee: There will be a course fee in the $150 range; however, no student will be denied
access to this program due to financial reasons.
“The truth is that all companies will come to depend increasingly on a workforce equipped with critical thinking,
problem solving and team working skills."
-Margo Barnes
Contacts:
Guelph CVI
155 Paisley St
Guelph, ON
N1H 2P3
Chris van Beurden
Christopher.vanbeurden@ugdsb.on.ca
519-824-9800 x 481
Kelly McCullough
Kelly.mccullough@ugdsb.on.ca
519-824-9800 x 444
LAUNCH Learning
LAUNCH Learning
Leading Advanced Understanding through Connected Hands-on Learning
Introductory Package
What is LAUNCH?
LAUNCH provides a clustered, integrated program for students interested in pursuing an Academic curriculum,
but would also benefit from a specific focus on developing the Learning Skills necessary to ensure their continued
success throughout their secondary school experience. The program and the teachers provide one-on-one support
and an opportunity to engage with an innovative and challenging integrated curriculum with a focus on Learning
Skills. LAUNCH is organized and implemented by two teachers who share the school day with these students.
Lessons and units are structured to deliver the subject curriculum in addition to the development of specific
Learning Skills like organization, study habits, collaboration, self-advocacy, goal setting, and accountability.
One of the primary methods of Learning Skills development is to provide students with multiple opportunities for
hands-on, experiential learning through field trips, collaborative activities, and community engagement.
Structure: This interdisciplinary program is delivered in semester one of the school year and is built upon a four
course, academic timetable that includes
ENG1D (English)
SNC1D (Science)
CGC1D (Geography)
PPL1O (Physical Education).
Why enroll in LAUNCH Learning?
LAUNCH Learning helps students to build a foundation of well-developed learning skills that promotes success in
future courses, the community, and potential employment. Students will engage with the curriculum through both
traditional classroom structure and hands-on, kinesthetic, authentic learning opportunities.
The Ontario Provincial Report Card outlines Learning Skills as integral to the academic success of students. These
skills include, but are not limited to:
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understanding their learning strengths and recognizing areas for improvement
setting, implementing, and managing goals for improvement
establishing priorities and developing time management skills
becoming engaged and independent learners
developing personal responsibility for their own actions and learning
acquiring the knowledge and skills required for working in teams and groups
developing critical thinking and metacognitive skills
developing social responsibility and empathy
In addition, LAUNCH will also prepare students for other interdisciplinary programs, such as CELP, Da Vinci, MADE:
The Urban Arts Project, Headwaters, IDP4U (Biotechnology), Co-operative Education and SHSM (Specialist High Skills
Major).
Who would benefit from LAUNCH?
The following are profiles of students that would most specifically benefit from the LAUNCH program:
The Natural Talent
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Student has received consistently high marks with very little effort throughout elementary school
As a result of their successes, the student has limited study skills or organizational skills
Potential for frustration and apathy if student feels that they are not able to maintain their expected levels
of success
Organizational Nightmare
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This student is bright and academically motivated, but lacks organizational skills
They have difficulty meeting deadlines or completing tasks
School bag and binders are often overflowing with unfiled paperwork
Student loses marks on assignments due to late submissions
Poor preparation for tests and exams—no notes to study from
Difficulty reaching their academic potential due to issues with organization
Small Fish in a Big Pond
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Attended a small school (e.g. Wellington Hall, Trillium Waldorf) or small/contained program
Accustomed to a consistent and personalized learning environment
May arrive into high school with few connections to students in their future classes
Would like a smoother transition into a large, busy school environment
My Head is Just Above Water!
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Good inquiry skills and is a keen learner but has difficulty achieving beyond a level 3 (70-79%)
Expends considerable effort on all tasks
This student would benefit from developing Learning Skills strategies to avoid becoming frustrated or
overwhelmed when they see that their effort and success are out of balance
Why Are We All Just Sitting Here?
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Kinesthetic learner in the academic stream
Has difficulty sitting still in class, learns best in hands-on lessons and/or projects
This student often doesn’t see the value of traditionally structured learning and environments
Feels bored because they cannot identify the connections between course content and real life
“The truth is that all companies will come to depend increasingly on a workforce equipped with critical
thinking, problem solving, and team working skills.”
Margo Barnes
Grade 8 Student Application
Student: Please complete the following application form with input from your parent/guardian.
Student Name
Feeder School
Parent Name
Contact Phone
Number
Parent Contact
Email
Has your Grade 8 teacher(s) recommended you for academic courses? (circle)
YES
NO
Most of
the time
Rarely
Never
Most of
the time
Rarely
Never
In Class:
All of the
time
A.
All of the
time
Please check (√) the best response for each of the following statements.
1. I stay focused and on-task when given time to work on in-class assignments
2. If given the choice, I will sit next to my friends, even if I know they distract me
3. I talk to friends as the teacher is going through the lesson
4. I come to class with all books/materials I think I will need
5. I write down all of my work and due dates in an agenda
6. I take notes during class
B.
Homework/Assignments:
1. I complete my homework
2. I complete and submit projects and assignments on-time
3. If I do NOT understand a homework question, I ask the teacher for help
4. I complete my homework to (rank from 1 to 5; 1 = most important):
____ stay out of trouble with my teacher/parents
____ get it done
____ improve my knowledge through practice
____ find out where I need extra help
____ Other (specify): ______________________________
Page 1 of 4
5. When completing homework, I (check all that apply):
____ write/type out answers in full sentences
____ only answer questions in my head
____ only do the questions I can answer easily
____ speak with my friends/parents about it
6. I am motivated to complete assignments because (check all that apply):
____ meeting deadlines is important to me
____ I will get in trouble if I don’t
____ I don’t usually hand in assignments
____ I see the connection between submitting assignments and earning good marks
1. I study for tests
2. I set goals when I am studying
3. I am distracted by my phone/TV/computer (or other) when studying
4. When studying at home, I usually (check all that apply):
____ sit at a desk/table
____ work with a friend/parent
____ listen to music
____ study at a specific time (e.g. 4 pm)
____ circle/highlight questions I have difficulty with, allowing me to get extra help
5. Studying for tests means (check all that apply):
____ memorizing facts (e.g. read it over and over again)
____ reading over notes the night before a test
____ doing homework every night
____ getting extra help
____ talking with friends about the unit
____ writing down notes during lessons
____ looking for connections between ideas/concepts
Page 2 of 4
Never
Rarely
Studying:
Most of
the time
C.
All of the
time
____ I have high expectations for myself
1. I like working in groups
2. I take the role of a leader in a group
4. I am committed to completing group work because (check all that apply):
____ I do not want to let my group members down
____ I can rely on my group to help me if stuck
____ I don’t want to look unprepared to my group members
____ there are real life consequences if I don’t (e.g. I will look unprepared during a presentation)
5. When I work in a small group I (check all that apply):
_____ like to take a leadership role and delegate tasks to others.
_____ share in the organization and completion of tasks with others.
_____ am quiet, but I participate in the completion of tasks.
_____ wait to get direction from my group members.
_____ I do not like working in groups.
E.
Organization:
1. I make sure I submit assignments on time by (check all that apply):
_____ Keeping a day planner/homework book
_____ Asking my teacher or my parent when assignments are due
_____ My friends/classmates remind me
_____ I rarely hand anything in on time
_____ Other ____________________________________
2. Which statement best describes my organization?
_____ I keep a binder(s), divided by subject areas. All of my handouts are in the right places and I can
access them easily.
_____ I keep a binder for all of my notes and handouts, but it’s hard to find things when I need them
_____ I toss most of my notes into my school bag and never see them again. I have a hard time keeping
track of my notes and handouts.
_____ Other ____________________________________
Page 3 of 4
Never
Rarely
Group Work:
Most of
the time
All of the
time
D.
3. I like it when my classroom is:
_____ quiet and everyone is at their desk completing their work independently.
_____ quiet with some background noise as students work in partners.
_____ busy and people are discussing while working in small groups.
_____ outside at a field or park.
_____ in the gymnasium.
F.
General:
1. What makes you excited about learning? (check all that apply)
____ Learning about big ideas (e.g. how the universe formed)
____ Experiences (e.g. field trips)
____ Understanding the lives of the people behind the ideas
____ Research/reading
____ Lessons that are visual
____ Discussion/debate/sharing ideas
____ Role playing/games
2. List what you think are your strengths in school.
3. List what you think are your challenges in school.
4. Identify a situation where you did not do as well as you expected (e.g. a test, assignment, performance, competition,
etc). How did you respond to this experience?
5. Why are you applying for this program? What do you hope to achieve from it?
_________________________________
Signature of Parent/Guardian
_________________________________
Signature of Student
Page 4 of 4
__________________
Date
LAUNCH Learning Selection Criteria
Grade 8 Teacher Referral
Proud of our past, confident in our future
Part A:
BACKGROUND INFORMATION
Student Name:
___________________________________________________________________
Teacher Referring Student:
___________________________________________________________________
Feeder School:
___________________________________________________________________
In what capacity and for how long have you known the student: ______________________________________
Do you recommend this student for academic courses?
Part B:
YES
NO
STUDENT STRENGTHS
What are the student’s academic strengths? This response may refer to subject areas and/or to the strengths the student
demonstrates in the process of learning.
What strengths does the student demonstrate in a social environment?
Please comment on the student’s curiosity and interest in learning in the classroom and/or independently.
Part C:
APPROPRIATENESS OF PROGRAMME
Does this student work well in an alternately structured learning environment (i.e. outdoors, field trips)?
Please provide any details that would aid in our understanding of the student’s potential/ability to work in a less traditionallystructured learning environment.
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LAUNCH Teacher Reference
Part D:
LEARNING SKILLS
Please place an X beside the following statements that present challenges for the student.
Please provide some anecdotal commentary in the space below or attach further information to this application if there is not
enough space provided.
_____ completes and submits class work, homework, and assignments according to agreed-upon timelines
_____ takes responsibility for and manages own behavior
_____ makes plans, establishes priorities, and manages time to complete tasks and achieve goals
_____ is able to independently monitor, assess, and revise plans and priorities to meet goals when necessary
_____ uses class time appropriately to complete tasks
_____ works well with others to identify solutions and resolve conflicts to achieve group goals
_____ demonstrates a willingness to take appropriate risks
_____ seeks clarification or assistance when needed
_____ perseveres and makes an effort when responding to challenges
_____ assesses and reflects critically on own strengths, needs, and interests
Part E:
FURTHER INFORMATION
Why do you think this student would be an ideal candidate for this program?
Any further information you would like to include:
Submit directly to GCVI, 155 Paisley Street, Guelph, Ont. N1H 2P3. Attention: LAUNCH Learning
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LAUNCH Teacher Reference