Tag Archives: #PersonalSocialCC

Core competency self-assessment

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Collaboration

I can take on roles and responsibilities in a group; I do my share. For the fetal pig dissection lab, my partner and I worked together to find all the organs needed to present to the teacher. We used different ways to find all the organs including diagrams, book, asking our peers, and mostly trial and error. There were lots of organs that were difficult to find because they were either small or hiding behind other organs. However, we were able to get through that together by finding different ways for the answer. The number of organs each partner found ended up getting split up because naturally one person would find an organ and the other partner would find another. As the time went by and we were feeling the pressure to check off the list of organs we needed to find, we got more eager to complete the list. Not only did we collaborate during the dissection, but we also collaborated by splitting up the amount of work each person did relating to the dissection. When we were getting supplies, one person would get the lab tools and the other would get the lab coats and gloves. We also did that during clean up. It was a team effort to finish everything quicker.

Creative Thinking

One strategy or activity that stimulates my imagination is doing the online tests my teacher posts on teams. For every test we have, there is a multiple-choice test posted online. This is helpful because it gives an idea of what kinds of questions is going to be on the test. It allows me to either see what I need to keep reviewing or lets me know that I understand a topic enough. The test online has more tests than the actual test we take, so I get a sense of being prepared for the multiple-choice section of the tests. I do pretty okay on the multiple-choice sections, so I know the online tests are helpful. However, I still need to work on my written response because that is the area I need to improve. I can do this by doing the study guide and asking for feedback during flex so I will know whether my responses are sufficient.

Textiles core competency self-reflection

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My artifact

I chose this to be my artifact because it was a trial run for my other project, and it turned out pretty good. It was the first time applying new skills so I wouldn’t mess up on the actual project.

Creative thinking

I can persevere over time to develop my ideas, and I expect setbacks and failure, but use that to develop my ideas. I didn’t have a clear idea of what I wanted to make in the beginning of the year. I searched for inspiration, and I found a something I liked that looked easy enough to make. I found a pattern I thought was similar, but I wanted to add additional elements such as sleeves for the second version. Because I made my own pattern for that, it didn’t end up being what I thought it would be, and I had to redo it. I also wanted to add a collar, but I cut it too short, so I had to measure and cut a new one. Those are just a few examples of my setbacks; however, I redid it because I had a vision in my head, and I wanted to follow through with it.

Facing a challenge

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This is the question I had trouble with. After I found the restrictions, I squared both sides and foiled the right side of the equation, after I foiled the right side, it turned into a trinomial, and I tried to cancel it out. After I did that, I squared both sides again because I had an x squared. Then I realized that x squared, squared again would give me x to the power of 4. So, then I started over and this time I tried to cancel out the left side and that left a trinomial that I realized I could factor.

Then I put the numbers in the equation. However, only 12 works with the restrictions.

Next time I encounter a difficult problem like this one, I’ll think about what the question is asking me and think of the notes and homework.

Math Self Assessment

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When I am sad, angry or frustrated, taking deep breaths help me be more productive and refocus. Another thing I can do is think about something to distract me from the distress because whatever happened, happened and there’s no point in dwelling in the past.

To celebrate an accomplishment such as doing good on a test or quiz, I tell my friends. My friends will congratulate me on my accomplishments, and we will move on because I’m not that self-indulgent.

Examples of where I communicate clearly and purposefully can be seen in my groupwork, though I know I don’t always participate that often, when I do contribute, I explain my thinking clearly.

The ways I communicate at school differ from how I communicate at ballet is how I’m quieter there because I don’t talk to any of my peers. I don’t talk a lot at school, but I talk way more and when I need to talk, I will. I don’t really talk in ballet because I don’t get along with them. They’re not bad people, I just don’t like them because they take time away from class by talking and talking and they don’t listen to instructions and the teacher gets annoyed and I feel that it holds me back. So, I don’t communicate at all.