To support students as they learn to Evaluate and Draw Conclusions, a variety of skills are needed. These skills include:
- Evaluating information based on the evidence
- Synthesizing and combining information
- Drawing conclusions based on analysis of information or evidence
- Making a decision or choice
- Developing a plan
- Setting a goal
- Finding a solution
- Critiquing and giving appropriate feedback
Educator Tips to Facilitate Student Learning for Evaluating and Drawing Conclusions
To support the Evaluate and Draw Conclusions component, educators may consider using the following implementation recommendations:
- Instruct and clarify for students the difference between summarizing and synthesizing.
- Encourage students to continually make connections between their ideas and the evidence.
- Have students use graphic organizers to help them see patterns and connections between pieces of evidence and help them draw conclusions.
Sample Curriculum Connections for Learning to Evaluate and Draw Conclusions
With differentiated instruction and varying amounts of support, many of the following strategies can be used at all age/grade levels.
Active Living
What it can look like
- Elementary: Students describe how they can use health-related fitness-assessment information when making action plans for personal fitness, setting a goal to improve cardiorespiratory fitness, and making a plan to do activities that increase the heart rate in order to be able to walk or run faster over the long term.
- Secondary: Students evaluate different fitness programs and equipment that would help them to reach the fitness goals they set for themselves.
Curriculum Connections
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
Grade 6 A2.4 - develop and implement plans of action based on both their assessments of their health-related components of fitness and their interests, in order to achieve personal fitness goals [PS, CT]
Grade 12 A2.2 - evaluate the effectiveness of various physical activity and fitness programs, approaches, and types of fitness equipment for achieving specific personal physical activity and fitness goals [PS, CT]
Movement Competence
What it can look like
- Elementary: Students evaluate the different types of movement learned and choose appropriate movements to create a movement sequence.
- Secondary: Students evaluate the offensive or defensive strategies that they used during various activities and determine what they could do differently to improve their performance in those activities. (e.g., “What strategies might you use to improve your performance in net/wall games?” “In your next shift, how can you make it difficult for opponents to hit the ball in striking/ fielding activities?”)
Curriculum Connections
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in Health and Physical Education
Grade 4 B1.3 - perform different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, using different pathways, and going in different directions [PS, IS]
Grade 10 B1.1 - perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli [PS, IS, CT]
Healthy Living
What it can look like
- Elementary: Students look at potentially dangerous situations and create solutions for making them safer.
- Secondary: Students evaluate information and statistics to make a decision about substance use.
Curriculum Connections
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
Grade 1 C3.1 - demonstrate an understanding of how to stay safe and avoid injuries to themselves and others in a variety of situations, using knowledge about potential risks at home, in the community, and outdoors [PS, CT]
Grade 11 C2.2 - apply their understanding of the connections between substance use, addictive behaviours, and physical and mental health to make safer choices about the use of medications, drugs, and other substances and involvement in potentially addictive activities [PS, CT]