Youth Making Choices: Gambling Prevention Program

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Unit 7: Reducing RiskExpert Groups• Teacher provides material to be read about the range of influences,fighting reductionism, motivation, calculated risk, genetic and personalbiological factors, cultural and media factors, existential issues andmagical thinking, peer pressure and societal expectations.• Individuals will study their topics and summarize information for afact sheet.• Students are to define and clarify terms as needed.• Each student presents the information summation for group.Whole Class Debrief• Teacher highlights key findings using SMART Ideas on PowerPoint.• Students are encouraged to form generalizations from specific facts.• Conclude with a summary of key learning from this unit.ConnectionsAfL: Fact Sheet,Summary, OralPresentationAfL: AnecdotalComments,Generalizations, BigQuestion IdeasConsolidation and Connection> Helping students demonstrate what they have learned> Providing opportunities for consolidation and reflectionIndividual• Students create a schematic form of the influences affecting decisionmaking, using a variety of graphic organizer styles.AfL: Schematic FormIndividual Raft Assignments• The RAFT assignments are differentiated based on student intelligencepreferences. RAFT assignments can be done independently, or inpairs or groups in class or out of class. In all cases students require anunderstanding of the aspects of a RAFT topic, and rubrics need to besupplied for all topic possibilities.Differentiated Instruction Teaching/Learning ExamplesRole Audience Format Topic1 Pollresearcher2 YouthcounsellorYouth Survey The provincial government has askedfor statistics on the ability of youthto deconstruct incidents in theirlives. Create a survey that can gatherinformation about how much youth areable to deconstruct, and outline factorsinfluencing their actions.Youth Flyer Create a flyer, which you will hand outat the next school assembly, that will tellstudents about a conversation groupfor youth and adults in which the youthattempt to explain their age group’sinterest in gambling.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.6
Unit 7: Reducing RiskConnectionsRole Audience Format Topic3 YouthcounsellorYouth andadults“My Lifein TwoMinutes”Create a series of questions or sentencestarters to be handed out to a group ofyouth and adults meeting for the firsttime to learn from each other about thelink between youth and gambling. Thecompleted statements will act as anintroduction, allowing youth and adultsto get to know each other in order to feelcomfortable in sharing.4 Principal Adults BusinessletterAs principal of your school, create aletter to inform the parents of yourstudents of the growing concern overyouth gambling.5 Researcher Adult Report Create a report to present on a subjectrelated to the issue of gambling.6 Speaker’scornerchairpersonYouth List As chair of the student “speaker’scorner,” create a list of speakers for avariety of topics relating to gambling. Tryto locate specialists or experts in theirfield who work in your local community.7 Civil rightsworkerAdultCivilrightscaseThere is a push to locate a casino in yourlocal neighbourhood. As part of the CivilRights Action committee for the city,create a list of pros and cons that themayor can study before the issue comesto the council chambers for a vote.8 Lobbyist Adult Speech You are a psychologist with a localhealth centre. Write a speech for a talkyou’ve been asked to give to parentsabout how common gambling is in thelives of young children and youth.9 Debater Youth Debate With a partner, prepare both sides of adebate over the expansion of Internetgambling.10 Blogger Youth Blog Create a blog that sends information inpertinent “snippets” out to youth aboutissues concerning gambling.Individual MetacognitionThe 3 Rs of Reflection: Introduce students to The 3 Rs of Reflection(Retell, Relate, Reflect) as a way for them to reflect on their learning priorto the next class.Youth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca7.7
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IntroductionGambling in Ontario is
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ReferencesTurner, N., Macdonald, J.
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1Risk2Whatand RewardObjectives:Unde
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Glossary of Terminologygallery walk
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Glossary of Terminologysocietal exp
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Unit 2: What Is Gambling?Prior Lear
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Unit 2: What Is Gambling?Appendix A
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Unit 2: What Is Gambling?Appendix B
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Males are significantly more likely
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Ontario Teens (Ages 15-17)• The m
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2GAMBLING AND ITS EFFECTS●●●
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4REDUCING RISKS AND GETTING HELPALL
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Unit 3: ProbabilityDifferentiated I
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Youth Making Choices: Gambling Prevention Program

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