Category Archives: Core Competencies

Core Competency Self-Assessment

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Critical and Reflective Thinking

I believe that I process active listening, which enables me to understand, connect, and collaborate effectively with team members. During the group meeting, I demonstrate engagement and attentiveness by maintaining appropriate eye contact since non-verbal cue is crucial in terms of showing respect and interest in conversations. I also ask questions to clarify and view in different perspectives. In addition, providing and receiving feedback are essential components of effective communication and leadership. When we were preparing for the Halloween cupcake decorating workshop, I provided feedback for the overall design of the poster and received feedback for the sign-up form I created. According, I added questions about allegories and awareness of the cost of the workshop.

The skill I possess is adaptability. When unexpected challenges arise, I quickly adapt to changes, identify solutions, and implement changes as needed. For the Halloween cupcake decorating workshop, we were aiming for 30 people, but there were less than 10 people signed up. Since I had the access to the result of the sign-up form, I informed other group members and actively promoted our event. Instead of depending on the poster we created, I reached out to potential participants to recruit more people. We were able to recruit the total of 30 people in a few days. I remained open to feedback to create and organize more engaging and enjoyable event next time.

I would like to develop creativity by the end of the course. While fundraising is effective, I believe that thinking outside the box and creating interactive activities are also significant when it comes to raising awareness. We are trying to host unique activities or events, such as the Halloween cupcake decorating workshop and the interactive poll, and I hope our group can continue to make positive impact within the school community by implementing creative activities or events.

I would like to develop my risk management skills by the end of the course. Risk management risks would allow me to identify potential risks or challenges that may arise during the course of events or workshops our group is planning. Risk management would also enable to adapt to changing circumstances. Through effective risk management, I can develop strategies to mitigate them. I would actively share concerns, observations, and potential risks within the group and make informed decisions considering them.

I can work with others to achieve a goal.

As a member of the Health and Cancer Care (HACC) group, I worked with others to host a Halloween cupcake decorating workshop. We strategically planned different tasks for the successful event. I gave and received feedback, developing various ideas while minimizing potential risks or challenges. As a team, we carefully prepared the materials needed for the cupcake decorating, including plain cupcakes, sprinkles, candies, and chocolates. We also incorporated a cupcake decorating competition to make the event more enjoyable. The workshop was successful, and it was meaningful to collaborate with HACC members to support the Canadian Cancer Society. We are currently working together to create an interactive poll and share statistics in which I believe that it could raise more awareness in our school community.

Anatomy & Physiology Core Competency

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These are the photo from the cell membrane diffusion lab. The starch tubing is submerged in the IKI solution, and the initial yellow IKI solution turned colourless after 24 hours.

Thinking Core Competency

I demonstrated thinking core competency through my discussion questions. I analyzed the movement of molecules across the membrane based on the data recorded during the lab. I used evidence to make judgements or decisions as demonstrated in the drawing showing how molecules move in and out the cell. I used arrows to show if the molecule goes in or out of the membrane. At first, I thought water went in and out because the water volume stayed the same. However, look at my data, I realized that water only went into the membrane (not out) because the mass of the starch cell increased after 24 hours. An increase in the mass of the cell was due to osmosis. Although iodine also diffused into the membrane, there was a relatively small change in mass compared to water. I also analyzed the size of each molecule and the pore size based on my analysis. Since starch was the only molecule that didn’t go through the membrane, the starch would be the largest molecule. The iodine would be the smallest because it diffused into the molecule, and it’s an element. The pore size would be smaller than the molecules that went in and bigger than the ones that stayed out. I can describe how osmosis and diffusion related to this experiment of figuring out which molecules go in or out. I remained open minded as I explored viable options or alternative approaches, like when I tried to figure out what happened to the water molecules. Furthermore, I complied and synthesized information to draw reasoned conclusions, such as using my data and analysis to write a conclusion, which demonstrates my critical thinking skill to make judgement based on evidence.

Communication Core Competency

Throughout the diffusion lab, I demonstrated communication core competency by actively working with my partner to create a cell that diffuses well. Furthermore, I engaged in effective communication with the two other members in our group, who were using glucose while our group used starch in cell creation. We discussed the overall process and analyzed differences between the two cells, which showcases our collaborative effort to understand and compare results. In the discussion, I helped to build and extend understanding by asking and responding to questions, which allowed us to clarify concepts. We explained how we put the yellow IKI in the water, and other members explained how they waited 20 minutes and recorded the concentration of glucose outside the cell. Since we were doing the separate experiments, talking and sharing information became really crucial in terms of analyzing data and answering discussion questions of the lab. Examples of where I communicated clearly and purposefully can be seen in the two other members’ understanding of the starch experiment. Because we needed to understand both experiments to analyze, the two other members’ understanding of the overall process of the starch cell experiment indicated my clear communication with the group members. As an active listener, I noticed that I always tried to make connections with the course content, as well as between the two different data we got from starch and glucose. I realized that water iodine, and glucose were going into the cell, but starch wasn’t. However, we were all curious about why the water volume stayed the same. We kept discussing to figure out what happened to the water molecules, which indicates active and collaborative communication to deepen my understanding.

Core Competency Self-Assessment

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Critical and Reflective Thinking

My Artifact: Determining Solubility Product Constant Lab

I demonstrated critical and reflective thinking through the determining solubility product constant lab. After conducting the experiment, I used collected data to calculate the concentration of ions and the solubility product constant. This process involves critical thinking skills, especially when applying mathematical calculations. I also need to analyze the data critically to identify the approximate range of Ksp. Critical thinking is required to analyze the data obtained, identify patterns, and make judgements about the range within which Ksp likely falls. Reflective thinking involves considering the accuracy of the data, assessing any limitations or sources of error, and reflecting on how these factors may affect the result of the lab.

Natural Selection Critical Thinking Self-Assessment

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An image of my group performing feeding frenzy (natural selection) lab

I demonstrated that I can collect and analyze evidence when I observed and collected data, then analyzed this data to identify patterns and understand importance of having variations in the environment. My collected data led me to conclude that certain organisms had a higher chance of obtaining a full stomach than others. Accordingly, I analyzed which feeding adaptions are best suited for each of the four environments and why each feeding adaption is best suited for that particular environment. For instance, I found that in the rice environment, the spoon was the most suitable tool as it had a shallow and wide bowl which allowed it to scoop up more rice at once compared to other utensils like the fork. When I analyzed data I collected, I considered different characteristics of utensils to determine which organism is best suited for that particular environment.

I demonstrated that I can connect evidence I collected to big ideas when I connected data to the concept of natural selection and understood the importance of having variations in environment. By maintaining a diverse range of feeding tools, populations can adapt to changing environmental conditions. Some individuals are more likely to have feeding tools that are advantageous for survival in new or changing environments, continuing to play their roles in the ecosystem. Feeding tools that are less favourable in one environment may be advantageous in another. For example, a broken fork is not best suited for the rice environment, but it may more advantageous in the environment where food can be only found in a small hole because it can be easier to get food out of a small hole. Therefore, having a variety of organisms in the environment is crucial for natural selection to occur. The interactions between different species in an ecosystem create selective pressures that shape the evolution of different traits, leading to greater adaption and survival in changing environments.

I demonstrated that I can make prediction based on evidence when I observed the outcome at one station and use that information to predict the result at the next stations. The first station was the spaghetti environment, and I could only have seven strands in my stomach. Some had barely a quarter of the capacity just like what I had, but some had full stomach because certain organisms had a higher chance of obtaining a full stomach than others. With this evidence, I was able to predict the likely outcomes at the next stations.

Core Competency Self-Assessment

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Thinking

West Nile Virus Model
West Nile Virus Pamphlet

I demonstrated my creative and critical thinking through my virus model and pamphlet. Throughout this project, I gained creative thinking skills by creatively determining which materials are suitable for representing the different parts of the virus. For instance, I used coloured clay to represent lipid envelope and pom poms to indicate spikes of the virus. Instead of using a few materials to represent the parts, I used various materials and considered creative use of materials. Skills I have developed to make my creative project better are creative problem-solving and analytical skills. I expected setbacks and failure but used that to develop my ideas. For example, because my glue gun was broken, I struggled to find a way to stick the pom poms to the lipid envelope. However, I used toothpicks to connect pom poms with the lipid envelope. Although some parts of my plan didn’t work, I tried to find other ways to solve this problem to make my model more creative. My problem-solving skills also demonstrated critical thinking because I remained open-minded as I explored viable options or alternative approaches just like how I used toothpicks to connect the spikes with the lipid envelope. I also used multiple resources for my pamphlet. By utilizing various resources, I could access different perspectives, insights, and information that may not be available through a single source, which led to more innovative and effective solutions, as well as a deeper understanding of the virus. I demonstrated critical thinking skills by analyzing, evaluating, and synthesizing information from various sources to effectively show important information about the virus accordingly. I first researched and gathered accurate information about the virus, then critically evaluated this information to determine which facts and data are most relevant and important. I synthesized this information into a clear, concise, and engaging format. This process required critical thinking to make the virus pamphlet accurate, informative, and engaging.

Musical Performance Reflection

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Fall Concert

Curricular Competencies Reflection

Throughout the fall concert, I have shown my dynamic techniques through the relative softness and loudness of the flute sound. Since dynamics created different intensities throughout the song, it allowed me to convey the mood. I would like to improve on precise breath control by practicing inhalation and exhalation to enhance my tone quality. My plan is to continue engaging in senior concert band during the third and fourth years of high school. I would like to continue playing flute after graduating high school as well.

Core Competencies Reflection

I can ask and respond to questions to be an active, supportive listener. I can work with others to achieve a goal.

I was capable of valuing diverse perspectives as a supportive listener, which indicates my growth in communication core competency. I collaborated with other students in band by sharing responsibility and setting achievable goals. We gave feedback to each other to work as a group, which led to the ability to generate and construct new ideas I wouldn’t have been able to come up with on my own. We also solved problems together whenever we faced any challenges or obstacles while preparing for the fall concert.

I can persevere with challenging tasks and take ownership of my goals, learning and behavior.

I supported my wellbeing by setting achievable goals to improve my overall flute skills. I recorded my flute sound during the practice to monitor and progress in my goals, which allowed me to listen to the piece through the third person point of view. I also attended the class on time (no absence) and regularly brought my instrument. This implies my growth in personal awareness/responsibility core competency.

English First Peoples 11 Reflection

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My Artifact:

-> This is a character infographic I created to analyze the protagonist in the story “Mountain Legend.”

Curricular Competencies Reflection

I demonstrated the aspect of create and communicate competency. Throughout this assignment, I learned how to analyze characteristics such as speech, thoughts, and actions. These literary elements of characterization ultimately enhance and shape meaning and impact. My character infographic indicates my growth in writing and representations skills. I was capable of showing my critical and insightful understandings of the character and the text in a create way, which indicates a deep analysis in my writing. The story “Mountain Legend” allowed me to learn a strong connection between Indigenous peoples and the ancestors. The stories and oral traditions play a crucial role in depicting the close relationship with nature in terms of preserving Indigenous cultures.

Core Competencies Reflection

I can analyze evidence to make judgements. I can develop a body of creative work over time.

I grew in thinking core competency during this character infographic assignment. I was able to show my creative thinking by effectively using the chart provided to generate new ideas before making the final draft of my infographic. I mostly used the red colour because I believed that red symbolizes bravery, which clearly depicts the characteristics of the protagonist. I used my peers’ feedback to improve and make decisions when I faced any challenges and obstacles. I demonstrated my critical thinking skills by making a strong connection between the Indigenous peoples and their ancestors. The story of Muskawashee (the ancestor) was being told, and shed light on the protagonist’s perspectives, values, and beliefs. Ideas taught through storytelling become part of someone’s values and beliefs and have lasting effects just like the protagonist in the story was compelled to climb the treacherous mountain to dignify his heritage.

Group Work in Math

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Pros for Group Work

A pro of group work is that individuals could collaborate by sharing responsibility and learning how to overcome conflicts Students could also develop a new perspective, which leads to stronger communication and teamwork skills. By working as a group, individuals could enhance their overall learning and productivity accordingly.

Cons for Group Work

A con of group work is that it easily causes conflicts between team members. When dividing tasks and sharing responsibility, I realized that there is unequal participation from students. Unequal participation could be extremely time-consuming, which could eventually lead to the lack of engagement during group work. Another con is distraction. Individuals could easily get distracted by environment around them, which leads to lack of concentration and decreased productivity.

If there is disagreement within the group, I find it helpful to identify points of agreement and disagreement after listening carefully in order to create a plan to solve each conflict. Since outcomes of well-managed conflict could lead to improved productivity and creativity due to increased participation, I would focus on the positive side of disagreement while compromising a dissent. I know the group is working well together when I notice an individual’s participation and communication within the group because effective communication allow us to increase engagement and handle conflict productively. If the group is not productive, we can divide the tasks in order to get things moving in the right direction. Separating work between team members would increase the overall productivity within the group. If I notice workload within the group that’s a sign that my ground needs help and we can get support by asking for help to teachers or classmates other than my group members.

What did you learn about working in a group from this semester that you will carry into your next group experience?

Throughout this semester, I learned that working in a group allows me to increase productivity and engagement. I was also able to improve my overall communication and problem-solving skills. If there is disagreement within the group, I learned how to deal and handle with the conflict effectively. Additionally, we got to share diverse perspectives within the group and hold one another accountable. Sharing diverse perspectives lead to increased creativity and a higher level of outcomes accordingly.

CPR Reflection

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My Artifact

CPR Reflection

Throughout this unit, I learned about what are the risk factors of heart attack and a stroke, how to recognize the serious developing emergency, how to react, and how to resuscitate using the CPR and AED methods. Due to the denial and fear, I didn’t consider the risk factors of heart attack and a stroke before, but I realized that cardiac arrest could happen to the individuals around me and myself. I also learned that it is crucial to react immediately as I observe a person suffering from chest pain, stroke, or choking because serious damage may occur, and the heart muscle begins to die after 4-6 minutes of not getting oxygen. A key takeaway from the theory CPR unit is that chest compressions in CPR force blood to flow through the brain and other crucial organs until normal heart rhythm is restored. Accordingly, no cardiac arrest patient lives if you don’t start it. Despite the denial and fear, it is significant to step up for a better chance of recovery. This may lead to making a difference between life and death for someone as well. The CPR unit connects to the nutrition unit because both units are related to overall health. Unhealthy choices may cause various health issues. For instance, high cholesterol and lack of exercise could develop a heart attack or stroke due to the difficulty of enough blood flowing through arteries. Healthy choice plays a crucial role in preventing a heart attack and stroke as a result.

Core Competency Reflection

“I can work with others to achieve a goal.”

-> I chose this one because I demonstrated this competency by working with my partner during the practical CPR unit. Working with others allowed me to learn how to perform CPR effectively because we supported each other when we practiced chest compressions and the recovery position on a dummy doll.

“I can identify how my actions affect the community or environment and I can make positive change.”

-> I chose this one because I learned that it is crucial to step up when I observe the cardiac arrest patient because my actions could positively affect and make a difference between life and death for them. I demonstrated this competency through the theory and practical CPR test by clearly showing my understanding and knowledge.

“I can reflect on my thinking.”

-> I chose this one because I got to reflect on my thinking during the CPR unit. Once again, I didn’t consider the risk factors of heart attack and a stroke before due to the denial and fear, but I reflected on my thinking by building my understanding and awareness throughout this unit.

“I can give, receive, and act on feedback to progress in my goals.”

-> I chose this one because I gave, received, and acted on feedback to progress in my goals during the practical CPR unit. For instance, when I performed chest compressions on a dummy doll, my partner gave me feedback about keeping my arms straight. After receiving the feedback, I practiced keeping my arms straight with my elbow locked in position in order to compress straight down on the breastbone. I also demonstrated this competency by giving feedback to my peers while practicing.

One goal I have for myself going forward is to tell the difference between facts and opinions. I intend on working toward distinguishing between facts and opinions during any emergencies. Because it is significant to follow each step during CPR, I would practice distinguishing between facts and my own opinions. Unlike opinions, facts could provide crucial support for my actions during CPR. For instance, if I only rely on my opinions, I could miss some steps and just start giving chest compressions as I observe someone lying on the ground. On the contrary, if I use facts that I learned from this unit, I would check for hazards and assess responsiveness first before giving chest compressions.

(Core Competency that I intend on working towards: “I can tell the difference between facts and opinions.”)