We gratefully acknowledge, respect, recognize and appreciate that we live, learn and work and teach on the traditional territories of the Kwanlin Dun First Nations and the Ta'an Kwächän Council.
Kwä̀nä̀schis
Course Outline
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Year vs. semester vs. term breakdown for the 2018/2019 academic year at PCSS.
Calendar
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Career Cruising
For this course, a significant amount of work will be done on the site, Career Crusing, for which Yukon Education has secured accounts for Yukon students. While I will endeavour to ensure that we have a block or two in the lab each week, I cannot guarantee that, and students are strongly encouraged to stay on top of the Career Cruising activities by using Lunch Labs (which I supervise alternating weeks), library computer access and home or community access to the internet to complete the tasks.
The instructor can see the student's progress in Career Cruising, and parents can be provided with access to see their student's work. Students and parents need to keep login information confidential and somewhere safe they will remember and an access.
Once students have their login information they can either access the button or the embedded link below.
The instructor can see the student's progress in Career Cruising, and parents can be provided with access to see their student's work. Students and parents need to keep login information confidential and somewhere safe they will remember and an access.
Once students have their login information they can either access the button or the embedded link below.
Please note:
- Career Cruising is a Canadian service that is COPA and ATIPP compliant.
- Student accounts are provided by Yukon Education.
- Each student is assigned a personal login id and password. Students should keep these completely private.
- Parents may access their child's Profile/Portfolio, "My Plan" using a private access code that allows them access ONLY to their own child's information. Students have received these codes and should bring them home to parents/guardians.
Career Cruising - English - Home
Note: If you do not have an email address associated with your Career Cruising account, please contact your teacher/site administrator.
Heads UP! (This week in CLE 10)
This week, students have two sessions in the computer lab. These sessions are intended to begin working on the project (a series of tasks) on the platform Career Cruising. Some students are working with me to complete their Self-Reflection and Assessment project by going through the Request to Resubmit / Reassess process (for details please see the landing page of this website).
This week Natalie Thiverge from Workplace Safety Yukon came to speak to students about workplace safety and risks of impairment.
This week Natalie Thiverge from Workplace Safety Yukon came to speak to students about workplace safety and risks of impairment.
Course Work & Learning Materials - Week by Week
Please note that any materials that can be posted online (based on copyright) will be posted/linked on this page.
This will include learning materials accessed digitally in the classroom, deadlines, assignments and supplementary / support materials.
If a student misses time, they are expected to access their work on this site. If there is limited access from home or the location in which a student will be spending time, students will need to use access when they are back at school in Lunch Labs, after school or on breaks, or access resources available through services like the Whitehorse Public Library, Skookum Jim Friendship Centre's After School Tutoring Program, the Kwanlin Dün Kenädän Ku House of Learning, and/or other available community resources.
This will include learning materials accessed digitally in the classroom, deadlines, assignments and supplementary / support materials.
If a student misses time, they are expected to access their work on this site. If there is limited access from home or the location in which a student will be spending time, students will need to use access when they are back at school in Lunch Labs, after school or on breaks, or access resources available through services like the Whitehorse Public Library, Skookum Jim Friendship Centre's After School Tutoring Program, the Kwanlin Dün Kenädän Ku House of Learning, and/or other available community resources.
Entries in the Week by Week section of the page are sorted so that the most recent information is always at the top of this section. For older information, you will need to scroll down to the appropriate date. For general information that relates to all courses and sections, please see the landing/home page of this teacher site.
Week
Week 7 - Monday, Mar 4th - Friday, Mar 8th, 2019
This week we continued our recent pattern of alternating days in the lab (some students are still finalizing their Self-Assessment/Self-Reflection project. Projects will not be accepted for resubmission without a completed Request to Resubmit process. Others have already begun work on Career Cruising. Please note that if they so choose, parents can be provided access to their child's/ward's Career Cruising portfolio online. Please contact Ms. Carrey for the necessary information for your child's specific portfolio (the information can only be accessed by individuals who have the passwords/code - the student and their parents/guardians - or the course advisors).
We also had a visit on Wednesday from Natalie Thiverge of Worksplace Safety to discuss worker rights and responsibilities around safe behaviours and impairment in the work environment.
We also had a visit on Wednesday from Natalie Thiverge of Worksplace Safety to discuss worker rights and responsibilities around safe behaviours and impairment in the work environment.
Week 6 - Monday, Feb 25th - Friday, Mar 1st, 2019
This week we continued our look at unusual jobs and the ways that job/occupation/career choices reflect a person's skills, priorities and interests.
Students also had two days in the lab to complete their self-reflection projects (Tuesday and Friday). Even with absences, most students have had at least 4 x 80 mins sessions in the computer lab, so over 5 hours. In addition, at lunch there are labs open (I supervise this every other week) and when I'm not supervising in the lab, I'm in my classroom (where I have three available computers because I can let students use my teacher laptop). Students have had a month to work on this, were provided with tutorials, a to do list to break down the tasks, links, and exemplars. Nonetheless, some students were still working on or restarting the first steps of the project on the last day of the week this week. Students are accountable for meeting deadlines and using the provided resources (including asking for and accepting help from the instructor and the EA) in order to complete required work in order to provide evidence of their mastery of course content and competencies.
Students who have not done so will need to complete a "Request to Re-submit", negotiated with the instructor and signed off on by parents. Students who have not submitted the work and/or do not fill out a Request to Resubmit and then meet the terms of the plan for resubmission will be missing that piece of evidence for the curricular competencies and content covered in that assignment (please see assignment below). A lack of evidence on those curricular elements can have a negative impact on student achievement. Students know that they must have this course to graduate and that this course is not available in summer school.
We had a visit on Wednesday, February 27th from the RCMP talking about the implications of the legalization of cannabis, and on Thursday students attended a presentation by the senior Drama class.
Students also had two days in the lab to complete their self-reflection projects (Tuesday and Friday). Even with absences, most students have had at least 4 x 80 mins sessions in the computer lab, so over 5 hours. In addition, at lunch there are labs open (I supervise this every other week) and when I'm not supervising in the lab, I'm in my classroom (where I have three available computers because I can let students use my teacher laptop). Students have had a month to work on this, were provided with tutorials, a to do list to break down the tasks, links, and exemplars. Nonetheless, some students were still working on or restarting the first steps of the project on the last day of the week this week. Students are accountable for meeting deadlines and using the provided resources (including asking for and accepting help from the instructor and the EA) in order to complete required work in order to provide evidence of their mastery of course content and competencies.
Students who have not done so will need to complete a "Request to Re-submit", negotiated with the instructor and signed off on by parents. Students who have not submitted the work and/or do not fill out a Request to Resubmit and then meet the terms of the plan for resubmission will be missing that piece of evidence for the curricular competencies and content covered in that assignment (please see assignment below). A lack of evidence on those curricular elements can have a negative impact on student achievement. Students know that they must have this course to graduate and that this course is not available in summer school.
We had a visit on Wednesday, February 27th from the RCMP talking about the implications of the legalization of cannabis, and on Thursday students attended a presentation by the senior Drama class.
Week 5 - Monday, Feb 18th - Thursday, Feb 21st, 2019
This week we began looking at some careers that might be considered unusual. The reason for this is that students will shortly be starting work on Career Cruising, and will be investigating career paths, from education or certification require through market trends etc.
Very often, we learn about the most common or basic versions of career types or "clusters". Our modern society, however, is complex and the needs of such diverse populations (age, interests, socio-economic levels, health communities, special interest groups) mean that there are opportunities for jobs, occupations and careers that some people never even hear about.
The key here is not to promote any particular "unusual" career path, but to get students to think (a) outside of "the box" of what they may already be aware of, and (b) to consider how they might choose to use their interests, skills and learning to make a living by providing a service or product to others.
We are watching videos about and reading about these jobs and then considering how they can reflect a person's priorities and skills and how they offer something unique to their clients/customers.
Very often, we learn about the most common or basic versions of career types or "clusters". Our modern society, however, is complex and the needs of such diverse populations (age, interests, socio-economic levels, health communities, special interest groups) mean that there are opportunities for jobs, occupations and careers that some people never even hear about.
The key here is not to promote any particular "unusual" career path, but to get students to think (a) outside of "the box" of what they may already be aware of, and (b) to consider how they might choose to use their interests, skills and learning to make a living by providing a service or product to others.
We are watching videos about and reading about these jobs and then considering how they can reflect a person's priorities and skills and how they offer something unique to their clients/customers.
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Everything You Need To Know About Horse Therapy
By Al Donato Kirkland Gates, Patty McGill and Dandy at Hinchinbrook Farms More and more Canadians are horsing around with their healthcare. Horse therapy, also known as equestrian or equine-assisted therapy, is a versatile treatment program that has patients galloping to ranches and stables to recover from all kinds of medical conditions.
Week 4 - Monday, Feb 11th - Friday, Feb 15th, 2019
Having learned about the difference between enjoyable, pleasant moments (short-term happiness) and elements of a fulfilling life (long-term connections, belonging) students have had the opportunity to begin inventorying their character strengths, preferences, and skills.
The next step is to reflect on this information and start looking at how this knowledge and self-understanding can be translated into actionable goals and objectives.
In order to make effective and plausible plans for moving forward, we need to first reflect on ourselves, our current patterns and coping strategies and to identify our priorities. The results of this work will also be incorporated into the Mirror, Mirror assignment (please see below).
The next step is to reflect on this information and start looking at how this knowledge and self-understanding can be translated into actionable goals and objectives.
In order to make effective and plausible plans for moving forward, we need to first reflect on ourselves, our current patterns and coping strategies and to identify our priorities. The results of this work will also be incorporated into the Mirror, Mirror assignment (please see below).
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We discussed key understandings from these videos, including (please note: the video on the right we only watched about 15 mins and 25 seconds - the rest isn't really relevant to us right now).
- Procrastination may seem to be a feasible strategy in the closed system of education, at least for a while, but when it becomes a pattern that permeates aspects of life not controlled by specific deadlines, it can have far reaching impacts on emotional and mental health.,
- Goal setting is not, in fact rubbish (it's a click bait title) but as per earlier learning about focusing on meaningful life experiences we wish to have, life-long learning we wish to engage in and the ways in which we hope to contribute to our social communities are the kind of end goals that help us to make healthy and effective choices about how we manage our priorities and our time.
What Are Your Priorities, Really?
Do you ever find yourself complaining about some aspect of your life -- family, work, health, etc. -- some aspect that you claim to be important to you? If so, are you spending more time complaining about that area of life than you are actually doing something about it?
Week 3 - Monday, Feb 4th - Friday, Feb 8th, 2019
Sadly, I was very sick on the last two days of Week 2. Students did some initial readings preparing for discussions this week.
The Benefits of and Problems with Popular Type Tests
Deliberate attempts to study and quantify intelligence date back to the late 19th century (see article below from the World Economic Forum). We seem to have a human tendency to want to quantify and categorize people and objects in our environments.
It should not be surprising that these tools were quickly seized on by different industries and areas of study to try and meet a range of purposes. Several of these tests are used by corporations and organizations in the hopes of choosing the best employees, designing training programs and helping employees to improve their skills.
This prompts a series of questions:
It should not be surprising that these tools were quickly seized on by different industries and areas of study to try and meet a range of purposes. Several of these tests are used by corporations and organizations in the hopes of choosing the best employees, designing training programs and helping employees to improve their skills.
This prompts a series of questions:
- What are the commonly used and accepted personality and/or "type" tests/indicators?
- What do they intend to measure/assess and how are they used in work applications?
- How thorough, scientifically accurate and precise are these measurement tools?
- How can individuals use these as tools for self-reflection, goal setting, planning and decision making?
Students have already begun to take some of these tests. Now we begin to take a critical look at the tests themselves so that students can effectively evaluate and reflect on their own results.
First - The old standby, the IQ (Intelligence Quotient) Test, and the more modern compliment, Emotional Intelligence.
First - The old standby, the IQ (Intelligence Quotient) Test, and the more modern compliment, Emotional Intelligence.
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Two tools that can be used to provide insight into personality, but based on current, modern psychological research. They are the VIA Character Strengths, based on Martin Seligman's work around PERMA/Flourishing, and the Big Five Personality Domains.
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So this week, we've reviewed several self-reflection or assessment tools that use "tests", "quizzes" or, more appropriately, survey questions to help people to identify their personal skills, priorities, values and strengths. We discussed the fact that some widely used "tests", for instance the ubiquitous Myers-Briggs Personality Indicator, are deeply flawed tools based more on philosophy and a fairly common human desire to categorize ourselves, but not consistently backed up by reputable research that replicates consistent results.
Unlike "IQ" tests, which have been proven to measure only a limited number of skills (and not actual intellectual ability), and unlike the Myers-Briggs, there are some self-assessment tools that are based in research (specifically, in this class we looked at M Seligman's VIA Character Survey). However, even scientifically validated (or perhaps especially scientifically validated studies) allow for the fact that human beings are complex organisms and that our personalities, skills/strengths, priorities and values are dynamic, constantly subject to change based on our circumstances and life experience.
Nonetheless, there is potential benefit in correlating results from several types of tests in order to see whether or not there are patterns and to use the results as a tool for engaging in self-reflection as a starting point for making choices from any given starting point. The key is to keep in mind that this process of self-assessment must be ongoing - we need to take time to reflect on our priorities, skills/strengths, areas for improvement, our values, ethics and morals and our goals on a regular basis in order to adapt our plans and goals to our needs and circumstances as we move through our life.
Unlike "IQ" tests, which have been proven to measure only a limited number of skills (and not actual intellectual ability), and unlike the Myers-Briggs, there are some self-assessment tools that are based in research (specifically, in this class we looked at M Seligman's VIA Character Survey). However, even scientifically validated (or perhaps especially scientifically validated studies) allow for the fact that human beings are complex organisms and that our personalities, skills/strengths, priorities and values are dynamic, constantly subject to change based on our circumstances and life experience.
Nonetheless, there is potential benefit in correlating results from several types of tests in order to see whether or not there are patterns and to use the results as a tool for engaging in self-reflection as a starting point for making choices from any given starting point. The key is to keep in mind that this process of self-assessment must be ongoing - we need to take time to reflect on our priorities, skills/strengths, areas for improvement, our values, ethics and morals and our goals on a regular basis in order to adapt our plans and goals to our needs and circumstances as we move through our life.
Life is a PARTY!
On Friday, February 8th, most of the Career and Life Education 10 class attended the PARTY program at Firehouse 2 (top of Two Mile Hill) here in Whitehorse.
Over the course of the day, several local Emergency Services professionals volunteered time on their days off (or from their retirement) to come talk to us about their work and about the evidence they see in the course of that work of the consequences of high-risk behaviour among youth.
Students have an assignment attached to this presentation, whether or not they were in attendance. Links will be included here that will help students to complete the work, and one student in the class who took detailed notes has generously offered to let those notes be copied so that other students may use them for reference.
We would like to express our gratitude to everyone who came to speak to us on Friday: Sarah McGrath (PARTY Program Whitehorse), Jon Trefry, Rob Morris (EMS Whitehorse), Kathleen Froese (RN, Whitehorse General Hospital), Dr. Bob ZImmerman (Ret.), Darryl Tait (Para-athlete), Sean Cooke (Whitehorse FIre Department), and Jim Giczi (Whitehorse, Yukon RCMP Forensics Unit).
Over the course of the day, several local Emergency Services professionals volunteered time on their days off (or from their retirement) to come talk to us about their work and about the evidence they see in the course of that work of the consequences of high-risk behaviour among youth.
Students have an assignment attached to this presentation, whether or not they were in attendance. Links will be included here that will help students to complete the work, and one student in the class who took detailed notes has generously offered to let those notes be copied so that other students may use them for reference.
We would like to express our gratitude to everyone who came to speak to us on Friday: Sarah McGrath (PARTY Program Whitehorse), Jon Trefry, Rob Morris (EMS Whitehorse), Kathleen Froese (RN, Whitehorse General Hospital), Dr. Bob ZImmerman (Ret.), Darryl Tait (Para-athlete), Sean Cooke (Whitehorse FIre Department), and Jim Giczi (Whitehorse, Yukon RCMP Forensics Unit).
| cle_10_party_program_assignment.pdf |
Students - all students - will also be writing a thank you letter to Sarah McGrath and those who volunteered to share their time and knowledge with us on Friday. That will happen after they have completed these questions, so that they have content to draw on for their letter.
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Week 2 - Monday, Jan 28th - Friday, Feb 1st, 2019
Although we began the video "How to be Happy - the Secret to Authentic Happiness" which was a review of Martin Seligman's book of the same name (please see the notes from week 1 below.) Students continued to practice using note taking structures.
Tuesday we attended the mini assembly that begins every year and semester. Students also participated in the annual school survey. Their honest responses are very much valued, as we use the data gathered to help us - as a staff - to inform school policies and growth.
Key issues discussed in the mini assemblies-
Tuesday we attended the mini assembly that begins every year and semester. Students also participated in the annual school survey. Their honest responses are very much valued, as we use the data gathered to help us - as a staff - to inform school policies and growth.
Key issues discussed in the mini assemblies-
- Upcoming course selection and new courses that will be available to them next as they move into their senior years.
- No vaping paraphernalia of any kind is permitted on school grounds. Students observed to be in possession of any smoking, vaping, alcohol or drug related substances, equipment or materials will have those materials removed. Vapes will be held in the office pending pick up by parents at the end of the school day. A second instance will result in the vaping paraphernalia being held until the end of the year. For further clarification on these policies, please contact the school office and speak to an administrator.
A significant component of the course content and competencies focus on the importance of taking time to engage in self-reflection and self-assessment activities in order to have accurate, complete and insightful information to include in our decision making and in documentation designed to help find success in the world of work. This will be the focus of our work for the next several of weeks. In particular, we will be considering different self-assessment tools, their accuracy and efficacy, and will then correlate information from several sources to begin gathering a self-inventory of strengths and priorities which can be used in setting goals and researching future pathways.
To that end, this week we watched a video about University of Pennsylvania psychologist and author, Martin Seligman's book, Authentic Happiness. We discussed how certain elements of this video might be approached differently, and took notes on the differences between 'hedonistic' and 'authentic' happiness, the differences between jobs, occupations and 'callings', and the six core virtue categories that encompass the twenty-four personal strengths Seligman has studied and tracked.
Please see a summary of the key ideas from the video in the charts below.
To that end, this week we watched a video about University of Pennsylvania psychologist and author, Martin Seligman's book, Authentic Happiness. We discussed how certain elements of this video might be approached differently, and took notes on the differences between 'hedonistic' and 'authentic' happiness, the differences between jobs, occupations and 'callings', and the six core virtue categories that encompass the twenty-four personal strengths Seligman has studied and tracked.
Please see a summary of the key ideas from the video in the charts below.
Hedonistic Happiness |
Authentic Happiness |
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Jobs |
Occupation |
Calling |
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While Quality of Life Indicators can give an idea of how many privileges and/or conveniences someone has access to, they do not necessarily equate to a sense of living a life that is of good quality. Someone living in a safe and wealthy country, in general good health, in a safe environment, with an average family, a good education and healthy social life may well feel as though their life is meaningless or empty. If these indicators are not accompanied, for any given individual, with a sense of meaning/purpose, significant belonging, positive self-perception/storytelling and moments of transcendence/flow, the experience of these wonderful elements of life may be diminished or negated. It does not mean that a person is ungrateful for the benefits of good quality of life indicators but that more substantive and deeply personal connections to their world may be lacking or damaged.
Quality of Life Indicators |
Where you live (country, territory/province/state, city) Weather / Environment Close personal relationships (marriage/partnerships, family) Social life Negative emotions and experiences Health Religion / Faith / Spirituality Education |
The strengths studied by Seligman fall into categories, referred to as the 6 Core Virtues. There is consideral overlap between many elements of these virtues and the strengths and the 7 Grandfather Teachings we examined in class as the foundation for classroom expectations. It should be noted that these virtues and strengths are not a comprehensive list of all strengths and virtues a person may have or demonstrate.
Wisdom |
Courage |
Love |
Justice |
Temperance |
Transcendance |
Perspective |
Honesty |
Loving/Care |
Leadership |
Caution |
Enthusiasm |
Social Intelligence |
Perseverance (Grit) |
Kindness |
Fairness |
Modesty |
Humour |
Street Smarts |
Bravery |
Generosity |
Loyalty |
Self-regulation |
Faith |
Open Mindedness |
Gratitude |
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Love of Learning |
Forgiveness |
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Curiosity |
Appreciation |
Note: despite the commentary in the video, for some people a largely 9-5 schedule (or shift work or piecework or or or) may be enjoyable or rewarding to any given individual. Further, some people find their purpose and meaningful connections and activity outside of their money-earning endeavours. This is highly individual.
The real key is to find work that does not drain you, particularly not to the point that you have no energy to devote to self-care, relationships (belonging), enjoying moments of transcendence, and engaging in activities that are your "zone" because you are too busy doing only things that leave you spent and empty. Sometimes, it can take decades of effort to make a living out of our purpose and it may never happen. THAT'S FINE! It is important, however, even vitally necessary to our health and success that we balance the activities that help us to meet our physical needs for shelter, food, health care, etc, with the activities that meet our social and personal emotional and intellectual needs, whatever they may be.
The real key is to find work that does not drain you, particularly not to the point that you have no energy to devote to self-care, relationships (belonging), enjoying moments of transcendence, and engaging in activities that are your "zone" because you are too busy doing only things that leave you spent and empty. Sometimes, it can take decades of effort to make a living out of our purpose and it may never happen. THAT'S FINE! It is important, however, even vitally necessary to our health and success that we balance the activities that help us to meet our physical needs for shelter, food, health care, etc, with the activities that meet our social and personal emotional and intellectual needs, whatever they may be.
Key takeaway - "happiness" or "enjoyment" is only fulfilling as part of a larger picture that includes applying our strengths and skills in the context of being true to our values, priorities and moral character.
If you're interested in learning more about Quality of Life Indicators and country rankings, including how Canada stacks up on the international stage, feel free to check out the resources below:
OECD Better Life Index
The 2017 How's Life? report shows the latest data on well-being in 35 OECD and 6 partner countries. It describes how inequalities touch many different aspects of people's lives, examining well-being gaps by gender, age, education and income, and migration status. It also looks at governance and well-being.
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Mirror, Mirror ... who am I? Who do I want to be?
Self-reflection Inventory and Mapping Assignment (Unit 1)
In this section of the page, you will find a series of links and resources to help students to complete the ongoing project of their Self-Assessment task. This week, students have 2 periods booked into the computer lab. One is one Wednesday, January 30th (I am a professional development session and the class will be overseen by a sub and the EA) and one is on Friday, February 1st.
When I return on Thursday, January 31st, we will be examining some of the limitations of the available self-assessment tools. I will add those sources/resources after they have been introduced and discussed.
The document below represents the ENTIRE assignment. For the work period on January 30th, students are encouraged to on the first two or three items on the chart found on the second page.
In order for students to properly log on to the school computers and to save their work, they are STRONGLY encouraged to ensure that they have created their Rapid Identity Log In (please see directions below) and to save the results of their surveys on a USB by taking screen shots or copying and pasting materials into a word processor documents and/or a slide show document. It is up to students to record their results for use in the summary project final product. Students have several choices of how to publish their results and reflections but they will need the information from their surveys in order to do so.
When I return on Thursday, January 31st, we will be examining some of the limitations of the available self-assessment tools. I will add those sources/resources after they have been introduced and discussed.
The document below represents the ENTIRE assignment. For the work period on January 30th, students are encouraged to on the first two or three items on the chart found on the second page.
In order for students to properly log on to the school computers and to save their work, they are STRONGLY encouraged to ensure that they have created their Rapid Identity Log In (please see directions below) and to save the results of their surveys on a USB by taking screen shots or copying and pasting materials into a word processor documents and/or a slide show document. It is up to students to record their results for use in the summary project final product. Students have several choices of how to publish their results and reflections but they will need the information from their surveys in order to do so.
| cle_10_self_assessment_and_mapping_propject_winter_2019.pdf |
One reason to engage in a regular practice of reflection...
Please note that we viewed this video in class and discussed the content. Students were encouraged to take notes on the psychological effect explained in this TED video, particularly to put their notes in their own words/to summarize ideas.
Please note that we viewed this video in class and discussed the content. Students were encouraged to take notes on the psychological effect explained in this TED video, particularly to put their notes in their own words/to summarize ideas.
Students: IF you have not yet signed in and set your Rapid Identity, please do so! You will need this for the remainder of your academic career in the Yukon.
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EXAMPLE:
Student Name: Angus Haloran Student ID: 12345678 DOB: February 25th, 2003 Therefore: Username: 12345678@yesnet.yk.ca Temporary Password: Sa200325h! |
Students will immediately be prompted to create a new password. It is STRONGLY recommended that passwords be phrase-based. While numbers and symbols are not required, they can help with identity protection and security. Most important is that students choose a password that they will remember.
Examples of phrase based passwords (do not use these!)
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Self-Assessment Tools
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The Big Five Project - Personality Test
Take this psychology test to find out about your personality! This test measures what many psychologists consider to be the five fundamental dimensions of personality.
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Other assessments can be taken as a matter of interest and to add context and perspective. The Your Morals test is scientifically valid and rigorous, and will be useful in the section of the project in which students identify their personal priorities and values. I've included a link to www.123test.com . Keep in mind that the free tests available there tend to be demo versions or overly simplified so the results should be taken with an extra grain of salt; nonetheless, they can provide additional perspective when considered in light of other assessment results. Buzzfeed quizzes are for entertainment purposes but students could take one or two and reflect on the ways in which their results either align with or seem to be contradictory to their other results.
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How will YOU show what you know?
Choices for Publication / Presentation include, but are not limited to:
- Slideshow (PowerPoint, Keynote, Google Slides, Prezi, SlideShare, Beautiful AI)
- Create your own free website (i.e. Weebly, Wix)
- A word processing document (i.e. Word, Pages)
- A multipage brochure (i.e. Pages, Word)
- A Bloom Ball (click here for a link to printable templates)
- Lapbook (look it up
- Student proposed idea - if you have another idea, please talk to your instructor about it and we'll see how we can work with your intentions.
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To the right is a brief example of ONE way students could choose to publish and present their collated information from their reflection inventories, their priorities and values worksheets, and their goal setting worksheets. iBooks Author is software available on all school computers. IF a student wanted to go this route, they could either share the digital file with me, or they could print out a copy as a PDF. Recall that printing it as PDF would make interactive features null.
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The document immediately below is a sample Self-Reflection and Inventory Project. I created this in iBooks Author and exported it as a PDF so that it was sharable on a variety of platforms. There are some deliberate mistakes (i.e. there are interactive features that don't work on a PDF) but with those mistakes, this represents the quality I would expect from students who are aiming to earn "Exceeding Expectations". Features that bring it to that level include:
PLEASE NOTE: This is not intended to imply that a student who wants to achieve at the "Exceeding Expectations" level must use this format. Instead, it is a sample of the level of detail, analysis and synthesis I would expect for that result. This is a major project, reflecting the learning from the first quarter of the course, and should reflect a substantial amount of effort to incorporate a significant body of information.
- The work is detailed.
- The information is supported by visuals.
- There is a consistent theme and layout.
- There is background information on what self-reflection entails and what purpose it can/does serve.
- It includes all general elements (it is missing a day by day goal setting but focuses on experiential, learning and contribution goals).
- I have analyzed my results and compared them to each other and to my current personal and professional life.
PLEASE NOTE: This is not intended to imply that a student who wants to achieve at the "Exceeding Expectations" level must use this format. Instead, it is a sample of the level of detail, analysis and synthesis I would expect for that result. This is a major project, reflecting the learning from the first quarter of the course, and should reflect a substantial amount of effort to incorporate a significant body of information.
The sample project below is an example of a project that would land in the "Meeting Expectations" level of achievement. I created this project using a PowerPoint template from Presenter Media, one designed to act as a dynamic résumé. In order to make it visible on the site here, I have exported it as a PDF.
Features that would earn this work a "Meeting Expectations" include:
Features that would earn this work a "Meeting Expectations" include:
- The information is complete, but not detailed.
- The information is supported by visuals.
- There is a consistent theme and layout.
- It includes all general elements.
- There are connections made between my results and compared them to each other and to my current personal and professional life.
Week 1 - Monday, Jan 21st - Friday, Jan 25th, 2019
We opened the course and the week by reviewing the classroom expectations and the basis for those expectations.
For more information, please see the "Classroom Expectations & Code of Conduct" tab on the main page of this teacher site. We discussed the 7 Grandfather Teachings framework used in this class to help us make effective, healthy and learning-supportive choices, and to self-assess our choices after the fact. We discussed the Annishnabe traditions behind these teachings, the fact that they are also common to Yukon First Nations teachings and what these traditional values look like in a modern classroom. Please see the image below to see the posters that are featured at the front of the classroom.
Referring to these will be our touchstone for the semester. While these values are taught as a interconnected set in Annishnabe cultures, that is fairly recent, and, as one local Elder pointed out, these are values held in common by cultures around the world.
We also began discussing some of the ways in which the classroom mimics the real world in the sense of earning credits being similar to earning money, and some basics about how the resources of a community (whether it's a school or a country) put the value in the currency of that community. This forms the foundation of the expectation that students will treat this classroom as a work-learning space and being a student as their job. Behaviours that might be expected or accepted in person, private or other casual social contexts may not meet the expectations for a collaborative work space like a classroom. This is an opportunity for students to practice the self-regulation needed to balance their personal preferences and expression of opinions with being members of a larger group of individuals. Students have been reminded several times that each of them bring something unique to the classroom, bring value to the learning environment, but that they are no less nor more important than any of their peers.
In terms of curricular competencies, we began working on using a note taking system - in this case, specifically the Cornell Note Taking System, as a means of recording information in preparation for assessment and evaluation tasks. Students were informed that for this video they needed to practice using the Cornell Note Taking System in order to practice using a structured note taking system, but they were also introduced to other note taking methods/structures. Handouts were provided. Please see links below.
We also began looking at some of the concepts we will be addressing in relations to career planning and life balance, specifically the difference between "happiness" and "meaning", as per the work of renowned psychologist Martin Seligman, researcher, author of "Flourish" and founder/director of the Penn Centre for Positive Psychology at the University of Pennsylvania where he established the PERMA model based on extensive research. The Positive Psychology Centre at Penn State University developed the VIA Strengths Survey, one of the key self-assessments students will be using in the Self-Assessment and Mapping unit that makes up the opening third of the course.
For more information, please see the "Classroom Expectations & Code of Conduct" tab on the main page of this teacher site. We discussed the 7 Grandfather Teachings framework used in this class to help us make effective, healthy and learning-supportive choices, and to self-assess our choices after the fact. We discussed the Annishnabe traditions behind these teachings, the fact that they are also common to Yukon First Nations teachings and what these traditional values look like in a modern classroom. Please see the image below to see the posters that are featured at the front of the classroom.
Referring to these will be our touchstone for the semester. While these values are taught as a interconnected set in Annishnabe cultures, that is fairly recent, and, as one local Elder pointed out, these are values held in common by cultures around the world.
We also began discussing some of the ways in which the classroom mimics the real world in the sense of earning credits being similar to earning money, and some basics about how the resources of a community (whether it's a school or a country) put the value in the currency of that community. This forms the foundation of the expectation that students will treat this classroom as a work-learning space and being a student as their job. Behaviours that might be expected or accepted in person, private or other casual social contexts may not meet the expectations for a collaborative work space like a classroom. This is an opportunity for students to practice the self-regulation needed to balance their personal preferences and expression of opinions with being members of a larger group of individuals. Students have been reminded several times that each of them bring something unique to the classroom, bring value to the learning environment, but that they are no less nor more important than any of their peers.
In terms of curricular competencies, we began working on using a note taking system - in this case, specifically the Cornell Note Taking System, as a means of recording information in preparation for assessment and evaluation tasks. Students were informed that for this video they needed to practice using the Cornell Note Taking System in order to practice using a structured note taking system, but they were also introduced to other note taking methods/structures. Handouts were provided. Please see links below.
We also began looking at some of the concepts we will be addressing in relations to career planning and life balance, specifically the difference between "happiness" and "meaning", as per the work of renowned psychologist Martin Seligman, researcher, author of "Flourish" and founder/director of the Penn Centre for Positive Psychology at the University of Pennsylvania where he established the PERMA model based on extensive research. The Positive Psychology Centre at Penn State University developed the VIA Strengths Survey, one of the key self-assessments students will be using in the Self-Assessment and Mapping unit that makes up the opening third of the course.
Here is a brief summary of the content of Emily Esfahani Smith's TED Talk on a life that goes beyond "happiness" to being meaninful.
1. Belonging
1. Belonging
- Being valued by others for your authentic self.
- Based on human connection rather than on feeble commonalities like hating the same people - inclusive vs. exclusive.
- The "why" that motivates us
- May or may not be something we find through our work life
- While it may be enjoyable, the meaning is derived not from what we get out of it, but from what are contributing to our communities.
- Experiences (physical, emotional, spiritual, intellectual) that take us out of our everyday routine
- Being "in the zone", doing something so inherently rewarding or fulfilling that we may not notice that time is passing, sometimes called "Flow".
- Our primary story is our own - our experiences, our interpretations, our priorities, and how we see ourselves.
Taking structured notes using the Cornell Note Taking System
The Cornell Note-taking System was developed at Cornell University, developed in the 1940s by Cornell education professor Walter Pauk. There are many variations of the Cornell system available on line and in studying manuals. The key components of the system are:
- Breaking down the process of distilling information from a source into manageable sets -
- top-down, during-process recording of information,
- a "cue column" for key terms, important groups/individuals/contributors, dates main ideas,
- and a summary section to get the information into it's more condensed but clear form.
- A physical layout that is consistent and easy to navigate.
- A set process of repeated actions:
- putting information in the student's own words while reading, viewing or listening;
- reviewing information to determine which terms, names, dates or concepts need to go in the cue column;
- reviewing and synthesizing information into a concise summary;
- and reviewing cue columns and summaries to prompt recall.
Here's a visual template of what a page set up for Cornell Notes-taking system would look like.
- This can be on a sheet of ruled, hole-punched paper.
- This can be on a notepad or in a notebook.
- This can be on a blank sheet of letter sized, legal sized or even tabloid sized paper.
- This can be single of double sided.
- Students are free to, even encouraged to, include icons, sketches, images, mind-maps, diagrams, colour-coding, and use note-taking abbreviations (please see below) to integrate visual learning with text based learning.
The links below offer summaries (including pros/cons/ideal uses) of the five most commonly used note-taking systems. They include images and examples. It is, perhaps, most important to note that none of these must be used for every subject, or every circumstance and that they can be combined to suit the personal skills, preferences and needs of the student making the notes. Students were provided with an annotated hard copy of the PDF from University of Redlands (California).
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The Seven Grandfather Teachings
