Learning Skills & Work Habits
We now return to the learning skills and work habits reported on all students’ report cards, and outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools.
How are Learning Skills & Work Habits Related to Executive Functions?
- Review the following report card excerpt, or page 12 of Growing Success. Click here to access the document Growing Success.
- How are the learning skills and work habits connected to executive functions? What are the main similarities and/or differences?
Stumped? Not sure where to begin?
The following sections outline the associated behaviours of the learning skills and work habits, and proposes the executive functioning skills that students may need to successfully perform these behaviours. Please note that the list is not exhaustive, and that each student will have different strengths and needs based on their individual profile.
Responsibility
The student fulfils responsibilities and commitments within the learning environment.
task initiation, planning, self-monitoring
The student completes and submits class work, homework, and assignments according to agreed-upon timelines.
task initiation, planning, self-monitoring, organization
The student takes responsibility for and manages own behaviour.
self-monitoring, emotional control, impulse control
Organization
The student devises and follows a plan and process for completing work and tasks.
planning, task initiation, impulse control, working memory
The student establishes priorities and manages time to complete tasks and achieve goals.
planning, self-monitoring
The student identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
organization
Independent Work
The student independently monitors, assesses, and revises plans to complete tasks and meet goals.
self-monitoring
The student uses class time appropriately to complete tasks.
self-monitoring, impulse control
The student follows instructions with minimal supervision.
working memory, self-monitoring
Collaboration
The student accepts various roles and an equitable share of work in a group.
emotional control, impulse control, cognitive flexibility
The student responds positively to the ideas, opinions, values, and traditions of others.
cognitive flexibility
The student builds healthy peer-to-peer relationships through personal and media-assisted interactions.
emotional control, impulse control
The student works with others to resolve conflicts and build consensus to achieve group goals.
emotional control, cognitive flexibility
The student shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.
organization, planning, task initiation, working memory
Initiative
The student looks for and acts on new ideas and opportunities for learning.
task initiation
The student demonstrates the capacity for innovation and a willingness to take risks.
planning, task initiation
The student demonstrates curiosity and interest in learning.
working memory
The student approaches new tasks with a positive attitude.
emotional control
The student recognizes and advocates appropriately for the rights of self and others.
emotional control, impulse control
Self-Regulation
The student sets own individual goals and monitors progress towards achieving them.
self-monitoring, task initiation
The student seeks clarification or assistance when needed.
task initiation, self-monitoring
The student assesses and reflects critically on own strengths, needs, and interests.
self-monitoring
The student identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals.
planning, self-monitoring
The student perseveres and makes an effort when responding to challenges.
emotional control, cognitive flexibility