Outcome Chart - Ontario - Learning Strategies 1: Skills for Success in Secondary School GLS1O/GLE1O/GLE2O

Learning Skills

Overall Expectations:

By the end of this course, students will:

  • demonstrate an understanding of learning skills and strategies required for success in school

Specific Expectations:

Developing Learning Skills and Strategies

By the end of this course, students will:

  • identify school and community resources (e.g., library, the Internet, tutors, guidance office, school personnel, community agencies) and explain how they can be used to support their learning needs;
  • demonstrate effective use of technology (e.g., CD-ROMs, the Internet, word processors) to enhance research, learning, and presentation skills

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Personal Knowledge and Management Skills

Overall Expectations:

By the end of this course, students will:

  • identify and describe personal-management skills required for success, and explain their use to help maximize learning;
  • demonstrate the use of personal-management skills and strategies to enhance learning

Specific Expectations:

Personal Management and Learning

By the end of this course, students will:

  • analyse the importance of personal-management skills in school, work, and daily life (e.g., dealing with stress related to test taking, managing time to accomplish multiple tasks, persisting with work-related tasks until completion) and their impact on success;
  • identify and describe personal lifestyle strategies that enhance health and wellness and improve one’s readiness to learn (e.g., exercising regularly, getting enough rest, following a nutritious diet, maintaining a balance among priorities; adopting holistic approaches to well-being, such as those found in Aboriginal cultures);
  • produce an action plan for improving personal-management skills that identifies personal strengths, challenges, and steps for improvement.

Applying Personal-Management Skills

By the end of this course, students will:

  • use personal-management skills (e.g., prioritizing tasks, being punctual, completing assignments) to improve learning in different environments (e.g., classroom, school, workplace, community);
  • identify internal and external factors that affect behaviour and school performance (e.g., emotional stress, motivation, racism, peer attitudes, exclusion, physical distractions), and identify strategies for improving behaviour to enhance learning;
  • explain how stress can positively and negatively affect learning performance (e.g., with regard to test taking and work completion), and demonstrate effective use of stress-management techniques to maximize performance

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