document information using The research process and relevancy of material sources or information appropriate technology and systems Debates in class about Assignments involving the information systems How to recognize credible concepts or issues expectation that information is research, e.g., control group analyzed or compared How to conduct an Internet Marks for organization in assignments search 7. Analyze, evaluate, and apply Teaching Students: Expectation that students Marks for relating sources to points relevant information from a variety Criteria to use to evaluate use theory, information or or arguments of sources Internet sources for sources to back up points or credibility arguments in class or in How to compare ideas or papers points of an argument 8. Show respect for the diverse Teaching Students: Debates in class – especially Marking students ability to opinions, values, belief systems, and How to paraphrase another where issue sides are paraphrase or practice active contributions of others person’s points randomly selected listening Strategies for ‘active Open discussions in class Marking journals related to personal listening’ where material does not experiences regarding accepting How to identify their have clear black and white, differences personal prejudices or correct answer Marking understanding of strategies stereotypes Group work where they are for group consensus or theories How to identify their expected to reach a related to accepting differences personal emotional consensus responses that block Pair exercises where points acceptance of differences are heard and recorded Strategies used to assist groups in reaching consensus 9. Interact with others in groups or Teaching Students: Group work that is not Marking group work: ability to reach teams in ways that contribute to Stages of group marked goals, ability to contribute ideas, effective working relationships and development Pairs exercises in class ability to work through conflict. the achievement of goals. Leadership styles Group assignments Marking can involve peer evaluation Group facilitation techniques or faculty or combination Strategies for dealing with Marking understanding on tests or difficult behaviours/people assignments of group stages of in a group setting development or leadership theories How to set group norms or contracts Essential Employability Skills Teaching Examples Reinforcing Examples Evaluating Examples 10. Manage the use of time and Teaching Students: Deadlines for tests and Marking application of strategies of other resources to complete Time management strategies assignments time management – example: projects. such as calendars or Course outlines that indicate calendar project or journals breaking tasks downs topics each week and describing application of time
document information using appropriate technology and information systems The research process and systems How to recognize credible research, e.g., control group How to conduct an Internet search relevancy of material Debates in class about concepts or issues sources or information Assignments involving the expectation that information is analyzed or compared Marks for organization in assignments 7. Analyze, evaluate, and apply relevant information from a variety of sources Teaching Students: Criteria to use to evaluate Internet sources for credibility How to compare ideas or points of an argument Expectation that students use theory, information or sources to back up points or arguments in class or in papers Marks for relating sources to points or arguments 8. Show respect for the diverse opinions, values, belief systems, and contributions of others Teaching Students: How to paraphrase another person’s points Strategies for ‘active listening’ How to identify their personal prejudices or stereotypes How to identify their personal emotional responses that block acceptance of differences Strategies used to assist groups in reaching consensus Debates in class – especially where issue sides are randomly selected Open discussions in class where material does not have clear black and white, correct answer Group work where they are expected to reach a consensus Pair exercises where points are heard and recorded Marking students ability to paraphrase or practice active listening Marking journals related to personal experiences regarding accepting differences Marking understanding of strategies for group consensus or theories related to accepting differences 9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. Teaching Students: Stages of group development Leadership styles Group facilitation techniques Strategies for dealing with difficult behaviours/people in a group setting How to set group norms or contracts Group work that is not marked Pairs exercises in class Group assignments Marking group work: ability to reach goals, ability to contribute ideas, ability to work through conflict. Marking can involve peer evaluation or faculty or combination Marking understanding on tests or assignments of group stages of development or leadership theories Essential Employability Skills Teaching Examples Reinforcing Examples Evaluating Examples 10. Manage the use of time and other resources to complete projects. Teaching Students: Time management strategies such as calendars or breaking tasks downs Deadlines for tests and assignments Course outlines that indicate topics each week and Marking application of strategies of time management – example: calendar project or journals describing application of time