Personal/ Social Competency Reflection

Posted on June 5, 2024 by Olivia

Communicating

This is how I adapt my language and gestures to effectively engage with children when we visited Rochester Elementary school.

At Rochester Elementary school I was able to change my actions and engage with the children through talking, reading and, playing multiple types of games. I changed my language by not using any derogatory words or phrases, by keeping the language you use clean you are not teaching the students any bad habits. As an older kid these little kindergarteners look up to what we say and do. Through reading and playing with my buddy I had to adjust how fast I was reading and the tone of my voice as the student needed extra time to comprehend the words and often liked only looking at the pictures. By playing jump rope or other games with them I had to slow down as they weren’t able to keep up as they are so tiny and small.

Thinking

I’m open to different ideas, like when…

In this class we have had to collaborate with multiple people and many different groups. On our most recent group project designing a workshop for parents, we were assigned random groups and had to collaborate and come up with ideas to present on. At first we all recommend what we thought would be best for the present project but then had to vote on just one. After hearing other peoples ideas I was able to realize that other ideas were better fit for this project and would benefit the group the most.

Social Awareness

I notice when people feel left out and do this… to make sure they feel included.

In a group setting I always try and include everyone present, I do this so they don’t feel discouraged working in a group and have a positive outlook after working with me. Some things that I will do to make sure everyone is included is asking for their opinions on the project or situation, see if they have any feedback on the work we have done so far, ask if they want to add anything or if they think something might be missing. Inclusion is the number one thing to have in a group setting, making sure everyone is contributing and not being ignored and left feeling unappreciated.

Core Competency Self-Assessment

Posted on January 17, 2024 by Olivia

Artifact: Piggy Dissection

Picture:

This picture shows the first part of the piggy dissection lab. This was the external features of the lab, labeling certain parts and answering questions regarding the sex of the pig and how you determined it.

Explanation: Explain the 3 Core Competency (Communication, Thinking, or Personal/Social)

Communication: During this lab, I proved listening and responding by taking information from Mr. Asano and critically applying it to the dissection. My ideas were represented thoroughly by the written part of the lab, explaining what each specific organ is and its function. After completing the lab, the information was used to collaborate with other groups and compare information. To Improve for next time, I can work on actively listening and applying. Another area of improvement could be taking the feedback given and then using it for future projects, labs or assignments.

Thinking: Some strategies used for problem solving included asking peers for help during the dissection process. As I had missed the initial dissection, I dissected my pig alone, this made me run into certain issues during the procedure. By asking questions and asking for help, I completed the dissection and oral exam. Some ways I analyzed evidence was by probing around inside the pig; this was the most educational part of the lab and helped me complete each step. I used feedback from classmates who previously completed the dissection to improve my dissection. To improve I will need to actively form and fully develop ideas

Personal/Social: Some of my strengths in this specific lab included active listening to instruction, absorbing information and critical thinking among many others. My artifact took awareness and responsibility because though it was not alive it was a fetal pig used to teach many students where organs are found, how they feel, and how to remove them. Some strategies used to track my progress throughout the dissection were taking photos to later use to study for the test. Going oversteps more than once to make sure I was doing everything right. By taking ownership of my learning, I was able to learn an abundance of new skills not only in dissecting but also in the topic of organs and transportation in the digestive system.

Unit Core Competency Self-Assessment

The ways in which I supported and encouraged my peers were providing constructive feedback by offering feedback in a constructive and respectful manner. Collaborate and share knowledge by fostering a collaborative environment by sharing expertise and knowledge with your peers. Offer assistance and guidance when they face challenges or need help with a task. I have participated in class activities such as role playing, jeopardy and answering in class questions. I demonstrate respectful and inclusive behavior by treating all my peers with fairness, impartiality, and respect. To strengthen relationships with peers, I focus on collaboration and open communication. I actively engage with other students to exchange knowledge, share insights, and learn from each other’s experiences. By actively seeking feedback and incorporating suggestions, I can strengthen relationships and foster a sense of shared growth and improvement within the classroom. One thing I would focus on for improvement would be getting more help when struggling with the content, i found that instead of asking for help or asking questions I would try and figure it out on my own and then not fully understand the work.

Life Saving Measures

Posted on December 19, 2023 by Olivia

Active Living 11/12

During the duration of the past three days, we have had the opportunity to learn more in depth about CPR, Substance Abuse and Naloxone. Some of the takeaways I have had are how and when to administer CPR, the effects on the human body and how to administer an AED. You should administer CPR when an adult is not breathing or when they are gasping occasionally, when they are not responding to questions or taps on the shoulder. For a child or infant, it should be administered when the child is not breathing normally and not responding. The effects that CPR has to the body are as follows Broken bones, especially ribs, Internal injuries to organs, Nausea, vomiting, and aspiration, Throat irritation, Chest pain and shortness of breath. The step-by-step instructions for using a defibrillator on an adult: 1. Confirm that the patient is experiencing cardiac arrest (no breathing, unconscious). 2. Turn on the AED. This is achieved by lifting the lid and/or pressing an “On” button. 3. Expose the patient’s chest and apply the pads to their bare skin. Use the diagram on each pad as a guide. 4. Connect the pads to the defibrillator if they are not already connected. 5. Stand clear of the patient while the AED searches for a shockable rhythm. 6. Follow the AED’s audible instructions. Press the “Shock” button only if instructed or allow the AED to shock automatically for automatic AED models. 7. When shock is complete (or if shock is not recommended), perform CPR until emergency services arrive or the patient regains consciousness. 8. After 2 minutes of CPR, the AED may again prompt you to stop CPR to analyze, potentially resulting in additional shocks. Continue to follow the AED prompts, with 2 minutes of CPR between each analysis, until emergency services arrive. With CPR training in the future, I can confidently say that I will be able to administer CPR and assist in administering an AED to someone in need. By being taught these critical skills in the future I will be able to help family, friends and potentially save a life.

Critical and Reflective Thinking Competency Reflection

I can analyze evidence to make judgements. By the time Canadians reach 40 years of age, 1 in 2 have – or have had – a mental illness. Young people aged 15 to 24 are more likely to experience mental illness and/or substance use disorders than any other age group. Mental and physical health are linked. People with a long-term physical health condition such as chronic pain are much more likely to also experience mood disorders. People with a mental illness are twice as likely to have a substance use disorder compared to the general population. At least 20% of people with a mental illness have a co-occurring substance use disorder. With this evidence it is shown that mental and physical illness is the leading cause of substance abuse. By simply working on either mental or physical health, by going to the gym, going on a walk, or even talking to someone about how your feeling could decrease mental illness immensely.

Course Evaluation for Biology 11

Posted on June 23, 2023 by Olivia

French 11 movie poster

Posted on April 20, 2023 by Olivia

I collaborated with my group in creating this project. We were able to create a project about despicable me the movie. I participated in writing the genre, rating and drawing the illustrations on the poster. By using creative thinking I was able to come up with multiple ways to show my learning in the chapter. I choose to work in a group environment because I’m able to collaborate and help lead within the group. I can communicate my learning and communicate with others to get my work done. I enjoyed the creative part within the project, creating an aesthetically pleasing poster with multiple different colours and textures.