Sample Teacher Checklist for Incorporating the Common Essential Learnings

The Common Essential Learnings can be developed through particular topics or materials, learning processes, and teacher beliefs and practices. Throughout this checklist, the following symbols are used to refer to the Common Essential Learnings:
C Communication TL Technological Literacy
N Numeracy PSVS Personal and Social Values and Skills
CCT Critical and Creative Thinking IL Independent Learning.

It is understood that this checklist is a sample. Alternative checklists to support the incorporation of the C.E.L.s can be developed using the listing of objectives for each of the six C.E.L.s. The objectives can be accessed from Saskatchewan Learning’s web site at www.sasked.gov.sk.ca/docs/policy/cels/celobj.html.

In this unit of study, I plan to provide students with the opportunity to:

___ share, in their own words, ideas which are heard, read, viewed, or discussed (C)

___ incorporate the concepts and vocabulary related to Wellness 10 into their talk and writing (C)

___ identify critical issues in messages and information presented in oral, print, and other media texts (C)

___ read and interpret graphs, charts, tables, and other common visual representations of quantitative data (N)

___ collect and organize quantitative information into a list, table, graph, or chart and analyze this information to determine a conclusion (N)

___ develop an awareness of the reporting techniques commonly used by special interest groups to shape
the impact of quantitative data and influence the uncritical reader, listener, or viewer (N)

___ generate alternative solutions to support sound decision making (CCT)

___ explore the implications or consequences of actions (CCT)

___ evaluate the credibility of an action plan (CCT)

___ explore the role and influence of technology in the gathering, processing, and disseminating of
information (TL)

___ explore the benefits and risks of technology within the home and community (TL)

___ understand how technology influences occupational roles in the area of wellness and affects the workplace (TL)

___ acquire knowledge and develop abilities and dispositions that support personal safety, well being, balance, and self-care (PSVS)

___ discover more about themselves (PSVS)

___ develop an understanding of the needs of the spirit as exemplified in leisure and physical activities, artworks, rituals, celebrations, and artifacts of a range of cultures (PSVS)

___ work with confidence alone or with a selected support structure (IL)

___ develop and complete an action plan to meet personal goals (IL)

___ relate outcomes of action plan experience to prior and future learning needs (IL).