Positive learner Identity

Understanding the learning process!

This past semester, taking AP Psychology and math has been incredibly stressful. There were times when I felt overwhelmed by the amount of work and the pressure to do well. Balancing both subjects, along with other stressors, often left me exhausted, stressed, overwhelmed and doubting myself.

But through all the stress, I started to understand that learning takes time and resilience. In some peoples’ eyes this statement, “understanding the learning process” can mean accepting the work it takes to learn something new, but in my eyes it means the journey and struggles I need to accept and conquer before the stressful work gets done. I have realized that it’s okay to struggle, and that pushing through challenges is part of the process. In both classes, I learned more from my mistakes and stress from the process than from getting things right!

In the end, I’m proud of how far I’ve come. I learned how to manage my stress better, stay focused, and keep going even when it was tough. This experience taught me that resilience is just as important as intelligence when it comes to learning!

Core Competencies

“I can identify ways in which my strengths can help me meet challenges, and how my challenges can be growth opportunities.” :

In AP Psychology, I used my ability to stay engaged with the material and advantages of class time to overcome difficulties with harder topics, such as memory and brain function. When I found certain concepts confusing, I took the initiative to review them outside of class and ask for leading questions so I can expand on the idea. This not only improved my understanding but also helped me develop more confidence in actively participating in class; turning a challenge into a valuable learning experience for myself!

Understanding The Crucible through Kohlberg’s Moral Stages 

In Arthur Miller’s The Crucible, the motivations of characters are strongly based on their moral values and personal challenges. To gain a clearer insight into these characters and their motivations for their actions, you can simply use Kohlberg’s stages of moral development as a lens for analysis, as I am. Regardless of whether it’s driven by personal gain, the desire for social acceptance, or core values, it aligns closely. Each character’s moral reasoning aligns closely with Kohlberg’s pre-conventional, conventional, and post-conventional stages of morality. As I examine characters such as Abigail Williams, Mary Warren, and John Proctor through these stages, i have gained insight into their decisions and the social conflicts that drive the tragic impact of the Salem witch trials. 

Kohlberg’s pre-conventional stage is characterized by personal gain and the importance on avoiding consequences. In The Crucible, this stage is shown when characters react out of fear to protect themselves. Betty, daughter of Reverend Parris, shows this narcissistic action when she cries, “Will you wake?” to Parris, showing how desperate and frantic she is as she tries to avoid blame or punishment. Abigail Williams illustrates this stage too, when she’s confronted with the threat of punishment for her involvement in witchcraft, she quickly throws the blame onto others, saying, “She made me do it!” to protect herself. This act of diversion highlights a deeper survival instinct that drives her actions during the play. Abigail’s willingness to sacrifice others for her own safety reveals a lack of empathy, showing how, at the pre-conventional level, fear and self-preservation dominate any sense of shared accountability. Furthermore, Abigail’s manipulation escalates or grows as she recognizes the power she can control by keeping this ethical viewpoint. Her accusations increase, as when she accused Elizabeth Proctor, saying that it was “your wife’s familiar spirit [that] pushed it in.” Abigail’s ongoing lies and false accusations not only protect her but also allow her to act on her personal feud against Elizabeth. Abigail manipulates others’ perceptions as she tries to maintain her safety and remove an obstacle in her own life, displaying Kohlberg’s notion that morality like this is deeply self-centered and driven by personal situations. These behaviors show a lack of genuine moral reasoning and a strong desire to avoid facing the repercussions, indicating that characters like Abigail and Betty as shown in the movie and read in the novel, act on their emotional needs rather than any sense of justice. This behavior further emphasizes Kohlberg’s concept that individuals at the pre-conventional stage prioritize their own survival and safety above any bigger ethical principles. 

At the conventional stage, characters’ actions are guided by a desire to meet societal expectations and pursue validation and approval. This is evident in Mary Warren, who, even though initially reluctant and resistant to Abigail’s schemes, later gives in to peer pressure, saying, “I’ll never hurt you more,” to show commitment to her peers. Mary’s desire to belong and to be accepted by her friends showcases the struggle to align her beliefs with the feelings of fear and loneliness. Her choice to leave behind her principles and support the group reveals how the need to fit in can take precedence over someone’s values for people at a conventional level. Abigail also aligns with conventional morality when she publicly “opens up,” saying, “I want the light of God!” Her confession is not driven by genuine remorse but rather by a need for social approval, aiming to portray herself as righteous to keep her influence in Salem. By putting herself as a moral authority, Abigail manipulates societal norms for her own benefits, making sure that she remains untouchable within the community’s hierarchy. Her actions show how, at the conventional stage, the desire for power and acceptance often overrides genuine morality. Even John Proctor’s claim, “I am not a saint, I am not a saint,” reflects an ethical dilemma; he wants to keep his reputation as a man who embraces his flaws without resorting to hypocrisy. As Proctor’s aware of his own flaws, it shows his struggle between truth and preserving a good reputation for himself, which is usually a common conflict in being conventional. He wishes and hopes to be thought of as truthful but also must navigate through the societal standards that drive him to keep and show an idealized self-image. All of these characters demonstrate Kohlberg’s conventional morality, acting in ways that preserve or enhance social status instead of genuinely expressing their true moral beliefs. 

The post-conventional stage of morality reflects a commitment to universal ethical principles, often in resistance to societal norms. John Proctor shows this stage as he faces ethical decline in Salem, not giving up his principles just to save himself. When Proctor states, “If you say I am one, I say there are none,” he challenges the court’s moral authority, as he tries to prove that true integrity does not conform to laws. This highlights Proctor’s refusal to accept the court’s flawed system and his recognition that true morality is unrestricted by corrupt societal rules. Later, Proctor admits, “I have known her,” Here, Proctor chooses honesty and responsibility, even though it ruins his reputation. His decision to confess his sins publicly, regardless of the consequences, underlines the strength of his character and his commitment to moral clarity over reputation! His statement, “The Devil is precise,” underlines his dislike for lies in the justice system, as he sarcastically points out the insincerity of Salems system. This was Proctors’ way of comparing the court to the Devil. Proctor’s growth to a higher level of morality shows that he values his own beliefs and truth more than his safety or what society thinks. Instead of following what others expect, Proctor chooses to do what he feels is right, even if it causes him trouble. Through Proctor, Miller shows Kohlberg’s highest level, where moral choices come from personal beliefs.  

In The Crucible, the characters’ actions and motivations can be better understood through Kohlberg’s stages of moral development. From the selfishness of pre-conventional morality, through the harmony of conventional morality, to the integrity of post-conventional morality, the progression mirrors the moral journeys of Betty, Abigail, Mary, and John Proctor and more characters throughout this story. Through these stages, Arthur Miller reveals the intricacies of human behavior, revealing how fear, obedience and morality influence actions during crisis. By reading and writing about these morals, I am aware of how The Crucible is a powerful way of showing morals and truths.  

English First Peoples 11 Reflection

Pocahontas Essay

Curricular Competencies Reflection

Create and Communicate: What did you learn during this assignment or task and how did you grow in your writing, speaking, or representing skills? How will you take what you learned and use it towards working on reconciliation? “

In my essay comparing Disney’s Pocahontas and the real story of Matoaka, I feel I improved my writing and expressing ideas clearly. By delving into the differences between the two stories, I practiced comparing, organizing my thoughts, and presenting my findings in a way that’s easy to follow. My essay was mainly about the rumoured love story between Pocahontas and John smith, I used the information from the video/movie to add facts to my work allowing myself to grow in the “connecting” area of core competencies. These skills are valuable for learning about reconciliation because they allow me to explore different perspectives, share different voices and stories, and contribute to a better understanding of indigenous stories. My goal is to keep developing these skills to engage in the understanding and respect for all viewpoints of indigenous peoples.

Core Competencies Reflection

Personal: While piecing together my Pocahontas essay, I gained a deeper understanding of the importance of using authentic texts. By comparing Disney’s version with the real story of Matoaka, I grew my skills in analyzing and contrasting different texts, or in this case, videos. This process allowed me to navigate my way into analyzing challenging texts and videos, developing my ability to critically interpret challenging content. This artifact has not only expanded my knowledge in the stories of indigenous, but also helped grow my skills in navigating and evaluating different sources of information, finding truth and lies behind it and how that can affect ones learning and knowledge.

Core Competency Self-Assessment

Squid Dissection

this is an image from my squid dissection (this is squidlet) This was a male squid that taught me and showed me the different organs, body parts and functions of a squid.

communicating

In the squid dissection lab, I demonstrated strong communication skills by effectively sharing observations with my table groups on the shapes, textures, and parts of the squid. We discussed our findings like if our squid was female or male, collaborated on the dissection process, helping eachother with the things we were unaware of, and communicated clearly, like when my classmates were unsure of what parts to cut, to ensure a successful lab experience. This showcased my ability to work collaboratively in a scientific setting.

Creative thinking

During the squid dissection lab, I demonstrated critical thinking skills by analyzing the anatomy of the squid, making connections between different parts and functions, and answering the work questions based on the evidence we observed during the lab. This analytical approach helped me understand the parts of the squid and how they function, showing my ability to think critically and make connections to the work we are learning.

Personal

I showcased my ability to work effectively with my lab partners during the squid dissection lab. By actively participating in group discussions like talking to my classmates about the different functions and parts of the squid, sharing responsibilities like cleaning up afterwards with my table group, and respecting different viewpoints, as I helped my table groups with the cuttinga nd touching of the squid when they didnt want to touch it. I demonstrated strong personal and social skills as I was able to complete the lab aswell as help out my classmates. This allowed me to collaborate successfully with others, contributing to a positive and productive lab.

Titrations

a titration is a technique used to determine the concentration of a solution by reacting it with a solution of known concentration. In this lab, titration was used to find the concentration of an acid solution by reacting it with a base of known concentration. The endpoint, also known as the equivalence point, is the point at which the reaction between the acid and base is complete. You can detect the endpoint by using an indicator that changes colour when the reaction is complete. In this lab, my final results were 6.21 +- 0.05ML

  • What is a titration? 

Titration is a technique used in chemistry to determine the concentration of a substance in a solution by reacting it with a solution of known concentration. In this titration lab, the base was NaOH, and the acid was HCL 

  • What was the titration used for in this lab? 

The endpoint (or equivalence point) of a titration is the point at which the reaction between the two solutions is complete. This is typically indicated by a color change in the solution. In this lab, a titration was used HCL and NaOH. In this particular lab, titration was used to figure out the concentration of HCl (acid) by mixing it with the NaOH base of known concentration. The objective was to determine how strong HCl was by reacting it with the NaOH base. 

  • What is the endpoint (or the equivalence point) of a titration? 

The endpoint (or equivalence point) of a titration is the point at which the reaction between the two solutions is complete. This is typically indicated by a color change in the solution, in this case we knew when it got to the endpoint of the titration as we realized a pattern in how much acid to put into the beaker and/or when the liquid in the beaker had a faint light pink colour to it.  

  • How do you know that you have reached the endpoint of the titration? 

You can know that you have reached the endpoint of the titration when the color change occurs (if using an indicator) or when there is a sudden or significant change in the contents of the beaker. It’s important to add the titrant drop by drop near the endpoint to avoid overshooting as I learned as my group took over 8 times to complete this lab. 

  • What were your results? 

The results showed were 6.21 +- 0.05ML and my calculations for [HCL] were 11.84M

Core competency

I can persevere with challenging tasks and take ownership of my goals

When it got frustrating trying to achieve the perfect balance in the titration, I persevered with determination and took ownership of my goals and behaviour to overcome the challenge. By staying focused and committed, I managed to navigate through the difficulties and achieve the desired outcome. This experience showcases my ability to tackle challenging tasks with resilience and take responsibility for my actions and objectives, leading to a successful titration experiment.

Arts and Crafts grade 11

”I can explore materials and actions”

i can explore materials and actions freely and independently by using my own original ideas to create something new. I can use my imagination and creativity to fix my problems and work through my actions on my own. i can explore new projects that need materials haven’t worked with yet and problem solve with those

clay picture frame

I was able to explore new materials like clay and work through my problems. I was able to find alternative ways to working with my material when things went wrong and worked through those actions by researching and going over what the problem was. I was able to use my skills to develop a bigger understanding of different materials to do with art.

Critical and Reflective Thinking Core Competency.

Should our criminal justice system be more punitive or rehabilitative? Why?

I believe that our criminal justice system should be more punitive. Even though there may be arguments for a more rehabilitative systems, i have an argument towards why we need stricter protocols punishments and judgement’s. Personally i think that the canadian system needs to care more about the victims specifically, then the general population. even though i think it’s very important to protect. the pain and overall state of health a victim is in can not be cured by the rehabilitation of the perpetrator. rehabilitation or the attempt of it can possibly just lead to more harm. i don’t think that there should be any justice for the perpetrators, even if they are they can get “fixed.” i think that rehabilitation can be implemented towards a perpetrator, because i do believe in second chances, but i Think the canadian criminal justice system needs to lean towards a more punitive system.

i can analyze my own beliefs and consider views that do not fit with them

I can consider views that may not align to what my beliefs are, and i can advocate for myself onto why I have my personal opinion on this matter.

Inductive/deductive reasoning in popular games

mastermind game

the matermind game uses deductive reasoning. there are 8 colour options. the objective of the game is to place 4 of 8 of those colourful circles in the right order, the catch is you dont know what 4 colours are the correct ones. there are hints on the side showing you what colours could possibly be right and if theyre in the right spots, thats what makes it deductive, through facts and not examples. you will have 10 chances to place them in the right order, through colour and placement.

strategies

strategies I used were that if 3/4 hints were shown on the side, for example, I would place three out of four of any of the colours in the same spots and place a random new colour where the empty spot is, if, in the next line, they same there were correct again, I would keep placing colours I havent used before in that empty spot until i got the right one. If in the first try i didnt get any right, I would just randomly place the opposite colours down and move on from there. if only one was 100% correct and the other three were only semi correct I would move around the left over three until i get the correct order.

Deductive or inductive?

this game uses deductive reasoning. It uses facts from previous attempts at the game. It shows you the current status of your answers being correct, almost correct and wrong. these facts will lead you to understand, in this case, the order of the colour.

Spanish 10 Core competency reflection

Communication Core Competency

I can work with others to achieve my goal:

In this assignment me and my classmate had to communicate and collaborate with one another really hard to achieve our goal. we both split the work up evenly and used eachothers strengths to complete this assignment to the best of our abilities. we were able to figure out those strengths by working as a pair.

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

both my partner an I were able to evenly split up the assignment, doing 5 boxes of work each, her making the sections of the comic strip, then me doing all the drawing and colouring. we were both able to complete the work on time.

One way I ensure my group is clear on the common purpose is to…:

Communicate. Brainstorming the plot of the comic and what ideas we can put into our strip to meet criteria made it easier to complete it on time. we both helped make a draft copy together and talked about our ideas as we worked to get the best finished result.