Does Birth Order Influence Personality?
This learning and evaluation situation contains the following documents:
- Teacher’s Guide
This document includes important information about the learning and evaluation situation and about evaluation. It also provides an overview of the situation and a step-by-step procedure.
- Teacher’s Resource Booklet
Documents such as evaluation tools and templates are included in the Teacher’s Resource Booklet. These documents and tools are available in a format that can be edited so you can adapt them to the needs of your class. The Teacher’s Resource Booklet also includes examples of how to use the evaluation tools to regulate learning.
- Student Booklet
The Student Booklet includes the tasks for this learning and evaluation situation. It is suggested that teachers photocopy the Student Booklet in the form of a booklet, using 11" x 17" sheets.
- Text Booklet
The Text Booklet contains all the texts that the students are required to read throughout this learning and evaluation situation.
Other Resources Available From the MELS for ESL Teachers
Many resources related to the new ESL programs are readily available to all ESL teachers in Québec. These resources include:
- The Response Process Handbook
- FAQ about Vocabulary and Functional Language
- Functional Language Posters
- Posters with Prompts for the Response, Writing and Production Processes
- Strategy Posters
All resources can be downloaded from the following Web site:
The English version of Chapters 1 to 3 of the Programme de formation de l’école québécoise
can also be downloaded from the following Web site:
Does Birth Order Influence Personality?
is the first learning and evaluation situation (LES) produced by the Ministère for the Secondary Cycle One Core ESL program. It is to be used in Secondary Cycle One as a tool to regulate learning. This LES is but one model of how to implement the Programme de formation de l'école québécoise
(PFEQ) in your ESL classroom.
The focus of this LES is to regulate learning for Competency 1, Interacts orally in English
and Competency 3
, Writes and produces texts
. Competency 2, Reinvests understanding of texts
, is not being evaluated.
More than 25 teachers from various regions of Québec, in both the public and private sectors, field-tested this LES. These teachers met in focus groups and gave the authors valuable feedback and ideas.
What Is a Learning and Evaluation Situation (LES)?
Many terms have been used to describe a LES: learning situation, learning and evaluation situation, complex task, etc. Regardless of the term used, what matters is understanding the concept.
A LES includes the following elements:
About enabling activities
a complex guiding question, e.g. Which Manners Matter?
a problem to be solved, e.g. Mystery: Who Took the Principal’s Pet Llama?
a challenge to be met, e.g. Writing for Peace
- tasks that activate the competency
Getting students to discuss a topic in small groups will activate Competency 1, Interacts orally in English. However, if students are simply required to formulate or answer simple questions without responding to or building on each other’s ideas, they will not be in a competency situation, but rather in an enabling exercise.
- tasks that are relevant and meaningful
Tasks in the LES are determined by answering one important question: What do students need to do to answer the guiding question, solve the problem or meet the challenge?
- contextualized teaching
Teaching is determined according to the resources students are expected to mobilize successfully to complete the LES. Therefore, the teaching in a LES is purposeful and relevant to the student.
- a focus on both process and product
The how matters as much as the what. Students need to develop strategies, learn to interact with others, use resources and reflect on their learning. These important skills are developed throughout the LES.
Enabling activities, such as language-focus activities (e.g. vocabulary-building activities, exercises on sentence structure) enable students to do something. Although these are great teaching tools, they should not be used to evaluate students’ competencies, as this should only be done when students are put in a competency situation, not in a series of decontextualized exercises.
Teacher's Role in Evaluating to Regulate Learning
This LES has been designed to regulate learning and assess the development of competencies in the course of learning (PFEQ, p. 10). Evaluating for regulation, i.e. to support learning, means that the teacher "regularly informs students about their strengths and weaknesses and offers appropriate enrichment and support measures."1
Students need to know what is expected of them and how they will be evaluated; be transparent with your students regarding your expectations and the evaluation criteria.
As students carry out the various tasks in this LES, you will need to observe them in action and provide feedback. You will be teaching, prompting and guiding students throughout the LES. It is important to record your observations using tools such as observation grids, rubrics and/or anecdotal notes. The evidence you collect will also be used to report on students' development of competencies for report cards and other forms of communication.
The tools included in the Teacher’s Resource Booklet are to be used to help you regulate your students’ learning in this LES. The evaluation criteria referred to in these evaluation tools are prescribed by the program. To fully understand what is meant by these criteria, refer to the focus, the key features and the end-of-cycle outcomes for each targeted competency (PFEQ, p. 204-209).
Notes About this Learning and Evaluation Situation
- This LES should take about five hours to complete.
- This guide includes Program Alerts that will help you link what students are doing to the PFEQ. These Program Alerts explain what elements of the program are being applied. The PFEQ page number is included as a reference.
- The guide also includes Notes. These contain additional information that can help you adapt the tasks to the needs of your students.
- You will also notice this icon placed next to certain tasks. This indicates when evaluation to regulate learning can take place. Evaluation tools are included in the Teacher's Resource Booklet and can be adapted to your needs. It is important to note that it may not be possible to observe each of your students every class. Nevertheless, there are many opportunities to observe your students in action throughout this LES.
DOES BIRTH ORDER INFLUENCE PERSONALITY?
Students learn about the birth order theory and decide whether or not this theory has any validity. This LES should take about five hours to complete.
By comparing the characteristics usually associated to their birth order with their own personality traits, students reflect on who they are and learn more about themselves, thus addressing a Broad Area of Learning and further developing a Cross-Curricular Competency. Finally, after testing the theory, they come to a conclusion regarding the question, Does Birth Order Influence Personality?
Broad Area of Learning
Personal and Career Planning
(developing one’s potential, becoming aware of one’s strengths and weaknesses) Students reflect on their own personality characteristics in order to gain a better understanding of who they are.
- Exercises critical judgment
Students are brought to question the birth order theory through various tasks, thereby developing critical judgment.
orally in English
- Participation in oral interaction
- Articulation of the message
|Anecdotal record, grid or rubric
||5, 7, 8
- Pertinence of the message
- Formulation of themessage
- Use of resources
|Grid or rubric
Targeted Related Content
||Expressing an opinion, comparing, agreeing, disagreeing
||Birth orders (oldest, first-born, etc.)
Personality characteristics (determined, likes to be the centre of attention, etc.)
|Focus on Form
||Verb to be, comparatives
||Infer (as a reading strategy to find the meaning of unknown vocabulary)
1. Québec, Ministère de l’Éducation, Policy on the Evaluation of Learning
(Québec: Gouvernement du Québec, 2003), p. 26.