Journal d’apprentissage et de la gestion de temps - Partie B
Journal d’apprentissage et de la gestion de temps - Partie B
Dans cette activité, l'apprenant prendra note de leur apprentissage et la gestion de temps pendant une semaine, réfléchira sur leurs découvertes et créera ensuite un plan d’apprentissage et de gestion de temps optimisé.
- Feuille de renseignements et consignes à l’intention du Formateur
- Journauxd’apprentissage et de la gestion de temps, moyennes hebdomadaires, de l’apprentissage et de la gestion du temps optimisé
- Calculatrice
- Crayon, Stylo et du papier
![application/pdf](/modules/file/icons/application-pdf.png)
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 1
At this level, learners: Write brief texts to convey simple ideas and factual information
Performance Descriptors
The learner:
- Writes simple texts to request, remind, or inform
- Conveys simple ideas and factual information
- Demonstrates a limited understanding of sequence
- Uses sentence structure, upper and lower case, and basic punctuation
- Uses highly familiar vocabulary
Task Descriptors
- Scope of task is limited
- Addresses concrete, day-to-day topics
- Addresses a small, familiar audience
- Is informal
- Is up to a paragraph in length
- Has a familiar context
- Has a highly explicit purpose
Text types:
instructional, descriptive, narrative, and brief informational texts
Examples:
- Notes
- Brief emails
- Directions
- Instructions
- Text messages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.1
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 2
At this level, learners: Use layout to determine where to make entries in simple documents
Performance Descriptors
The learner:
- May draw on additional simple sources, such as a list
To complete documents, the learner:
- Uses layout to determine where to make entries
- Begins to make some inferences to decide what information is needed, where and how to enter the information
- Makes entries using a limited range of vocabulary
- Follows instructions on documents
To create documents, the learner:
- Follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)
- Sorts entries into categories
- Displays one or two categories of information organized according to content to be presented
- Identifies parts of documents using titles, row and column headings, and labels
Task Indicators
- Scope of task is clearly defined
- Involves one document up to two pages in length
- Has a simple format
- Requires multiple entries
- May contain entry fields that are not clearly labeled
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Documents at this level may require entering a paragraph or more of text
Examples:
- Forms
- Tables
- Hand-drawn maps
- Floor plans
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.2
C2. Manage time
Competency C: Understand and Use Numbers
Task Group C2: Manage time
Level: 1
At this level, learners: Measure time and make simple comparisons and calculations
Performance Descriptors
The learner:
- Adds, subtracts, multiplies, and divides whole numbers and decimals
- Recognizes values in number and word format
- Understands chronological order
- Understands and uses common date formats
- Reads time on analog and digital clocks
- Identifies and performs required operation
- Represents dates and times using standard conventions
- Measures time using common instruments, such as clocks, timers, and stopwatches
- Chooses appropriate units of measurement (e.g. hours, minutes, seconds)
- Interprets and represents time using whole numbers, decimals (e.g. .25, .5), and simple, common fractions (e.g. ½, ¼ hour)
- Follows apparent steps to reach solutions
- Rounds to nearest minute or hour
- Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)
Task Descriptors
- Scope of task is limited
- Has a concrete and familiar context
- May require one operation; operation is apparent
- May require the same operation to be performed more than once
- Requires up to a few steps to complete
- Has a set procedure
- May involve one simple document (e.g. product label, appointment card)
- Has a highly explicit purpose
- Uses whole numbers and/or simple common fractions or decimals
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C2.1
C4. Manage data
Competency C: Understand and Use Numbers
Task Group C4: Manage data
Level: 2
At this level, learners: Make low-level inferences to organize, make summary calculations, and represent data
Performance Descriptors
The learner:
- Calculates using numbers expressed as whole numbers, fractions, decimals, percentages, and integers
- Understands and uses ratio and proportion
- Makes estimates
- Finds ranges for data sets
- Calculates averages (mean) and percentages
- Identifies medians and modes
- Collects, organizes, and represents data using simple tables and graphs
- Interprets rates (e.g. crime rates) and ratios (e.g. shots–on-net to goals)
- Interprets, represents, and converts values using whole numbers, decimals, percentages, ratios, and simple, common fractions (e.g. ½, ¼)
- Chooses and performs required operation(s); may make inferences to identify required operation(s)
- Selects appropriate steps to solutions
- Recognizes patterns and begins to identify trends in data (e.g. population, crime, demographic, inventory, injury)
- Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)
Task Descriptors
- Scope of task is clearly defined
- May include unfamiliar elements (e.g. context, content)
- Requires the use of rates, or requires two or more operations, where operations are easily inferred
- Requires up to a few steps to complete
- May be completed in more than one way
- May involve one document (e.g. simple table, simple bar graph)
- May require calculating percentages
- May require converting between whole numbers, decimals, fractions, ratios, and percentages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C4.2
Competency E: Manage Learning
Level: 2
At this level, learners: Set realistic short- and long-term goals, use a limited number of learning strategies, and monitor own learning
Performance Descriptors for the learner:
- Demonstrates positive attitude to learning
- Accepts positive feedback and constructive criticism
- Recognizes and expresses when one does not know something
- Accepts new learning challenges
- Willing to work independently
- Takes responsibility for learning
- Takes initiative
- Takes risks in learning situations
- Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
- Attends class regularly and punctually
- Checks accuracy of work
Goal Setting:
The learner:
- Sets realistic short- and long-term goals
- Identifies steps required to achieve goals
- Monitors progress towards achieving goals
- Identifies barriers to achieving goals
- Begins to adjust goals, activities, and timelines to address obstacles to achieving goals
Learning Strategies:
The learner:
- Uses a limited number of learning strategies (e.g. takes notes, organizes learning materials)
- Identifies ways to remember information and reinforce learning
- Sequences activities in multi-step tasks
Monitoring Learning:
The learner:
- Monitors own learning
- Begins to adapt to instructional approaches and learning materials that do not reflect preferred learning style
- Begins to identify how skills and strategies can transfer to different contexts
- Identifies multiple sources of information to complete tasks
- Evaluates own performance using established criteria and tools (e.g. checklist, rubrics)
- Begins to identify ways to improve performance
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.2