Youth Making Choices: Gambling Prevention Program

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Unit 10: Where Do You Go From Here?Differentiated Instruction DetailsKnowledge of StudentsDifferentiation based on student: Readiness Interests Preferences: Styles Intelligences Other (e.g., environment, gender, culture)Need to Know• Multiple intelligences preferences• Student groupings that will result in productive collaborationHow to Find Out• Observe students as they work with others; ask students to identify peers with whom theywould like to work.Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environmentAssessment and EvaluationAssessment/Success CriteriaKnowledge and Understanding• Demonstrates knowledge of terms, concepts and relationshipsbetween concepts• Demonstrates understanding of the relationships among themesand conceptsAssessment Tools> RubricThinking and Inquiry• Uses planning skills to plan and process stages and material• Gathers information and relevant evidence from multiple sources• Demonstrates use of critical and creative thinking processes• Summarizes key factsCommunication• Organizes and expresses information from research in appropriate medium• Demonstrates awareness of communication styles for different audiencesYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.2
Unit 10: Where Do You Go From Here?Application• Demonstrates application and transfer of knowledge and skills learnedthrough sessions• Uses appropriate systems to showcase productPrior LearningPrior to this lesson, students will have:• Understanding of 5 Ws of gambling and relationships among themes and concepts• Knowledge of collaborative processes• An awareness of the inquiry process• An awareness of timelines and goal settingMaterials and ResourcesMaterialsAppendix A• Student Resource 1: Reflection Strip• Student Resource 2: The 3 Rs of ReflectionAppendix B• Teacher Resource 1: Factors That Influence Risk and Decision Making• Teacher Resource 2: Biopsychosocial-Cultural-Spiritual ModelInternet ResourcesCentre for Addiction and Mental Healthwww.camh.netThis website provides information about alcohol, drugs and mental health prevention and addictionfor the public as well as for professionals. This specific link is for information on youth risk andprotective factors.www.camh.net/education/Resources_teachers_schools/Drug_Curriculum/Secondary/curriculum_riskprotect.htmlProblem Gambling Institute of Ontario at CAMHwww.ProblemGambling.caThis multimedia, bilingual website provides screening tools, opportunities for online collaboration andtraining, and resources for professionals, people who experience gambling problems, and their familymembers. This specific link is for youth risk factors.www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/YouthAndGamblingRiskFactors.aspxLane County Prevention Programwww.preventionlane.orgThis website provides educational prevention information about substance abuse, problem gambling andsuicide prevention. This specific link is for information about youth risk factors for gambling.http://preventionlane.org/gambling/youth-risk-factors.htmYouth Making Choices: Gambling Prevention Programwww.ProblemGambling.ca10.3
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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?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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