Category Archives: Core Competencies

English 12 Writing: Self-Reflection

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Curricular Response:

  • Explain how this paragraph reflects both the strengths and the weaknesses in your writing. For example, what in this paragraph is good writing that you will continue make sure you do, and then what about this paragraph is something you might change in order to improve your writing. 

This paragraph reflects my strengths through using my data and evidence to support my reasoning. For instance, my main topic for this paragraph was to compare and contrast the film “WALLE” and the story “The Machine Stops.” In order to create a strong and well developed synthesis paragraph, I needed to have an advanced understanding of each story so I can pick apart and piece together specific examples from each. My strength to gather data was demonstrated when I created a document that held all of my notes for Walle and compared it to The Machine Stops. I used all of the examples and explanations to help support the similarities and differences in my paragraph. By having a good foundation of reasoning and incorporating it efficiently in my paragraph, I was able to write a concise synthesis paragraph. A weakness that I encountered during this assignment involved making my sentences awkwardly constructed or worded weirdly. In the future, I want to improve on my vocabulary and the ability to construct concise sentences.

Core Competency Self Reflection:

  • Think generally about you and writing: describe what writing is like for you? easy? Hard? Why is it easy or hard? Or what specific parts are easy or hard?  Or what kinds of writing is easier or more enjoyable for you than others? Do you write outside of a formal school situation? How ? when? What is that like? 

Writing for me can be easy at times, however, more often, I find myself struggling to be creative with my writing ideas and being able to connect one to the other. For instance, creating my generalization sentences and my “So What?” portions go my paragraph, I tend to have a difficult time figuring out what to write. This is because I feel as though sometimes I have too many thoughts and ideas that I have trouble narrowing it down and connecting the most valuable ideas in an efficient manner. The kinds of writing that is easier for me than others would be explaining a research topic. I find this a bit easier to do because it relies less on my creativity and more one universal facts. For instance, if I had to write a paragraph on why plants contain chlorophyl and are able to carry out photosynthesis, I would be able to explain it thoroughly and connect one example to another because I can rely on scientific facts.

Core Competency Reflection

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Collaboration:

For this project I showed collaboration skills when I asked my peers for inspiration or positive criticism or any other ideas regarding my piece. If I ever had trouble deciding on a certain colour or design of something, I collaborated with the people at my table group to help me form my final piece. Specifically, I used this skill when it came to where I should glue certain card board pieces and where in my setting I should place my clay model. Because we were all sharing the glue gun, we took turns with it and they helped me choose where to glue my cardboard details. In the end, I am proud of what I created and I am happy that I was able to get some advice from my peers to enhance my project.

Critical and Reflective Thinking:

For this project, I demonstrated critical and reflective thinking when molding my clay fairy. For instance, the hair strands of my fairy were beginning to fall and break off as it dried. To fix this, I restarted the head of hair and made it so the hair was a bit thicker and not as long. I also added a lot of slip so that each strand was secured in place. Another issue that I had to face was that my clay mushroom was a bit wobbly. This was happening because the support cap of the mushroom was quite large compared to the stem/base. It had to be fairly big so that the fairy could fit and sit on top of it so instead of shrinking the cap, I added some clay to the very base of the mushroom. Adding more structure to the base allowed for the mushroom to hold up the fairy

Unit Core Competency Assessment

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Cell Membrane Diffusion Lab

Two Core Competencies:

  1. Communication/Collaboration – The Cell Membrane Diffusion Lab required strong communication with my partner and group peers. To participate in this lab and carry out both Part A and Part B, our group of 4 people was split into two pairs. One pair was in charge of testing the diffusion of the starch cell, while the other pair was responsible for testing the diffusion of the glucose cell. Because we were working in pairs, we had to communicate and collaborate with each other for every step of the experiment to ensure we both understand was is happening and what steps to follow. Specifically, one step that required both individuals was creating the cells using semi-permeable dialysis tubing, and filling them with the correct contents. The pair in charge of part A (starch) worked together to tie the strings on each end of the dialysis tubing and also communicated to measure the starch solution and releasing it into the cell accurately. We then worked together to secure the cell onto the edge of the beaker and submerged it into the IKI water by using the plastic holder. Furthermore, each partner used their communication skills to evaluate and analyze the experiment’s qualitative and quantitative data/observations. All of these steps that were done for Part A were done the same for Part B with the glucose instead of starch and distilled water instead of IKI water. Finally, I used my communication skills to discuss our results/observations with all four group members to create an agreement on a conclusion to our hypothesis.

2. Critical Thinking – The Cell Membrane Diffusion Lab required me to use my thinking core competency skills to come up with answers to the analysis questions, as well as to write/form my conclusion paragraph. For instance, to answer all of the questions for the lab, I used multiple sources to support my reasoning. I used information from my notes, as well as communicated with my group peers to agree on an answer. Furthermore, Part A (the starch cell) of our lab didn’t result the way we predicted in our hypothesis. Due to this unexpected result, I used my thinking to discover where we went wrong/what errors may have occurred, and how the errors can be prevented next time.

Comparative Cultures Mid-Term Assessment

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Creation Stories: Japan vs Hawaii Project

Curricular Competency – Inquiry Paragraph:

Researching the creation stories of Japanese culture vs Hawaiian culture has allowed me to inquire and delve into their different beliefs and views on how life on Earth came to be. Throughout the process of learning about these two stories, I was able to understand and compare them to each other, as well as reflect on my view of the world in general. These stories allowed me to find significant interest in the topic of creation stories as I found it highly interesting how different cultures perceive life, birth, death, gods and goddesses, etc. As I read each story, I was able to break it down and inquire about the underlying meanings by making charts, highlighting, and doing additional research. After fully understanding the two creation stories individually, I was able to compare and contrast them to find out their similarities as well as their differences. This project demonstrated my ability to analyze material, compare it to other material, represent my understanding of it in my own way and words and images (created a comic), and reflect on the entirety of the project and its significance.

Core Competency – Critical and Reflective Thinking:

Learning about creation stories has allowed me to use my Critical and Reflective Thinking Core Competency skills. For instance, I am able to analyze evidence and information about the stories from different perspectives of various cultures. I showed this when I was learning about the two stories from Japanese culture and Hawaiian culture and the significance behind them. Furthermore, how they’ve impacted society and their individual civilizations over time and even in today’s world. Additionally, I can explore materials provided in OneNote as well as further delve into the stories through other sources (pictures – linked web on OneNote). More importantly, throughout this project, I have demonstrated my ability to comprehend different views, opinions, and beliefs. In addition, I was able to complete a well-written detailed conclusion/analysis/reflection about the project in OneNote. This project has impacted my view of the world, inspired me to learn more about the beliefs of different cultures and most of all, allowed me to compare and reflect on my understanding of the Japanese and the Hawaiian creation stories and how they connect to modern-day life.

Ceramics Core Competency Reflection

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Creative Thinking Skills

My artifact connects to Creative Thinking Skills. It connects to this Core Competency because this Final Project required a lot of creative thinking in order to develop my own unique ideas and create a design for my project. Even though this project is not yet complete (hasn’t been glazed yet), I showed this when I wrote my Planning sheet for this Final Project.

On the planning sheet I made notes about shape, size, patterns, additive/deductive work, use of colours, etc. that I wanted for my design. My planning sheet also consisted of a few sketches of how I envision I want my project to look like once its rendered. For my drawing/sketches I also tried to show different angles and put arrows where specific ideas take place.

For example, I broke down the whole project and drew separate parts of the project. My Project is a fruit juicer that is shaped as a turtle. I split it apart and drew/wrote details about the base/bowl, the head and neck/spout (where the juice will pour out of), the strainer in the neck that will prevent any pulp or seeds from being poured out, the legs/arms/flippers, and the triangular juicer part. I had to make note of what would be hand sculpted and what wold be added on with slip versus what is deducted by scratching/carving pieces and details out. I also had to keep in mind of who I was making this piece for so I could think of some meaning that could connect my project to that person. For instance, my final project is being made for my aunt how always makes fresh fruit, margaritas, and went to Hawaii with me to see the sea turtles.

All of this planning and creative thinking that was used to create my Final Ceramics Project connects to the Creative Thinking Core Competency.

Core Competency Self-Assessment

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Critical/Reflective Thinking

Pg. 1 Acid-Base Titration Lab Data/Analysis
Pg. 2 Questions
Pg. 3 Conclusion

My artifact connects to Critical/Reflective Thinking as I can focus on the strategies I used to solve problems, how I can analyze evidence to make decisions and conclusions, and how I can use feedback to improve. The conclusion paragraph and the answers to the analysis questions of this chemistry lab clearly demonstrate how I can thoroughly analyze all of my data/evidence in order to put together a conclusion.

My conclusion paragraph was well thought out/constructed as it included all four steps in creating a strong conclusion; State the purpose, explain (a shortened) procedure, conclude/restate the purpose and discuss data/results, and lastly, explain the sources of errors that occurred during the experiment.

During this lab, I also used feedback to improve. For instance, on the first page where all of the data is recorded, I got my teacher to read over it and check for any mistakes before I moved onto the analysis and follow up questions. If I did have any mistakes, she would circle or underline what I would need to fix and I would use her feedback to go back and correct my mistakes. Another example of using feedback to improve is demonstrated on the last page (pg. 3). On this page, I wrote my overall conclusion of the lab experiment. Before handing it into the teacher, I asked one of my peers to proof read and double check that I stated all of the information required. At first, I did miss a couple of points so I took the feedback and rewrote or added on what was needed.

This Chemistry lab is a great example of reflecting on the Core Competencies, specifically, taking a deeper dive into Critical/Reflective Thinking.

Social Studies 10 Reflection

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Demography Project

Socials Reflection

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Self Reflection

  1. What skills of yours does this showcase? This project demonstrates how I can research information in depth and figure out a way to present and teach it to others in an organized manner.
  2. What core competencies does this fill? The core competencies that this project fills are Communication, Creative Thinking, Critical Thinking, and Social Responsibility.
  3. Why did you chose this? I chose this project because I did a lot of personal reflecting in relation to the topic of the project. Overpopulation has been an increasing issue around the world. It was super interesting learning more about specific facts about France, how the population is measured, and how much it changes over the years (past – present – future). My favourite part was looking at all the graphs to determine specific calculations.
  4. What did you learn during this project? I learned that overpopulation has been an increasing issue around the world. The graphs gave me a great understanding about if the country I was researching was increasing, decreasing, or stabilizing in terms of population and more. In addition, I learned about annual growth rate, life expectancy at birth (by sex), population growth (past, present, future), and infant mortality (under 5 years old).

Core Competency Reflection

  • Communication: I can present my project to my whole class while keeping them connected and engaged.

  • Creative Thinking: I can generate and develop ideas for recommendations to improve the country’s issues.

  • Critical Thinking: I can analyze graphs and research to understand the material/information and create a conclusion. I can also develop and design a power point to show and demonstrate my learning and final project.

  • Social Responsibility: I can figure out ways to contribute to the community and the environment to solve problems appropriately.

    • What is one goal for yourself moving forward? I can work towards being more vocal when presenting my project. I wasn’t very confident in presenting even when I had valuable information in my project. To improve on this, I can practice presenting to myself or friends before class.

    Drawing Painting Core Competency Reflection

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    My Art

    Creative Thinking

    I’ve demonstrated Creative Thinking a lot so far in this art course. In particular, I have noticed that I use it a lot in my sketchbook work. While making this drawing of a bear playing a drum, I showed that I can form new ideas to create new things and I can also build on the ideas of others. At first, I didn’t quite know what to draw but once I looked over to my friend’s drawing, it sparked an idea. She was using coloured pencils to draw a rabbit playing the ukulele. I thought that was a great idea but had to figure out a way to make it unique and my own piece of art. I thought of creating a bear/teddy bear playing a drum because it had the same idea of an animal playing an instrument but it was also something I created using different ideas of my own.

    CPR Reflection

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    My Product

    Photo taken from my phone

    CPR Reflection

    After completing this CPR unit, I’ve learned that being vocal and working at a fast pace is a major part of knowing how to do CPR. When in a (theoretical) emergency I practiced being direct with verbal instruction to my partner and worked quickly through the steps of the 4 R’s to save the CPR dummy. The key takeaway from this CPR unit is that there are many reasons to why someone may have a heart attack and what steps I can do it help save them. Another key takeaway includes the symptoms to look for if someone is having a heart attack and knowing that I am trained and can perform CPR confidently. The CPR unit relates to the nutrition unit as we learned what type of diet can cause/increase the chances of having a heart attack and why certain nutrients cause them. I discovered that a build up of plaque in the heart’s arteries can cause a lack of normal heart rhythm, leading to a heart attack.

    Core Competency Reflection

    I take on roles and responsibilities in a group; I do my share.

    I chose this one because I demonstrated it when I was put into a group to practice how to use an AED. Not everyone wanted to try it out first so I stepped up and showed the group how to use it.

    I can identify and describe my qualities.

    I chose this one because I was able to reflect and explain what things I did well and what things I could work on for the CPR (physical) test. I recognized that I followed instruction appropriately and went through all the steps of CPR efficiently. I also noticed that I could be a bit more vocal to my partner.

    I can show a sense of accomplishment and joy. I take pride in my work and  myself.

    I chose this one because I showed my joy when I got my mark back for both written and physical CPR tests. I exceeded my expectations and am proud of how well I did and what I have learned along the way. I took pride in my work and myself and told my friends everything I learned and how I enjoyed every part of the unit.

    I ask and respond to questions to be an active, supportive listener.

    I chose this one because I participated consistently throughout the whole CPR unit. I was able to answer questions my teacher asked me during the learning portion, and listened appropriately when my teacher gave out instructions.