Communicating

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students in a class decided to participate in a Model UN debate. They vote to debate gun control in the United States as they have been shocked and horrified at the gun incidents and gun-related fatality statistics in the United States, especially school shootings.

As this issue does not involve different countries,the committee chosen was the American Civil Liberties Union (ACLU) rather than the United Nations, and delegates represented the different states rather than countries. Students representing the honorable dais stressed the importance of collaboration and conversation with regards to socially-charged topics such as the one at hand. The delegates (i.e. students representing individual American states) motioned to discuss topics such as gun-free zones, police brutality, school shootings, raising the legal age, and hunting.

After an intense two-day debate, the delegates began drafting their resolution papers. However, none of the three resolution papers reached a simple majority and, therefore, none were passed. In an official MUN debate, the committee would have to begin the debate all over again, but this was not pursued in the classroom.

Illustration

Activity Photo

Student Work and Reflection

This student work sample is from the student delegate representing Minnesota. They also completed a self-assessment after the debate.

Student work and reflection (PDF)

Teacher Reflection

The students enjoyed role modeling the UN debating process and developed research, negotiation, and collaboration skills. It was clear that the more in-depth background research they did, the better they debated. However, students struggled to represent perspectives they did not personally agree with.

The students wished they had come up with a resolution that passed but lacked some of the necessary negotiation strategies for this to occur. For example, the different alliance “blocks” could have aligned themselves more to one another to bring about a resolution paper.

Profiles

Critical and Reflective Thinking

PROFILE FOUR

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

Critical and Reflective Thinking

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

Communicating

PROFILE SIX

I communicate, creating an intentional impact, in well-constructed forms that are effective in terms of my audience and purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Creative Thinking

Communicating

Social Awareness and Responsibility

Context

During free exploration, children choose and design their own activities. They interact freely with materials that are provided, with other children, and with families who are there with their own children. They are self-directed during this time but receive support from the teacher as they play. Sometimes, they engage in explorations or play that extends over several sessions.

The teacher observed and documented two girls, as they created a “nail salon” over two sessions, several weeks apart, and involved other children and families in their play. She focused her observations primarily on “B” and offered the following questions about what she observed:

"I wonder where B gets her creativity from? How does collaborating with her friend S lead them to open a nail salon and other businesses? I wonder how both can work together and reach non-verbal agreements on how they would play. How does her actions impact the way other children perceive her, and how does that tie into making meaningful and long-lasting relationships with her friends and classmates?"

Illustration

Learning Story

During free play, B and her friend S took eggs, a telephone, a jar with markers and a watch over to the “literacy corner” where the teacher had set up some “dot the letter” provocations. Then they sat down and said: "We’re going to do a nail salon".

They set up their items on the back of the table. S cleans B’s nails with the egg

S: B what color do you want for your nails?
B: Hmm the pink one.
S: Okay. First we have to clean your nails. (S takes the egg and cleans B’s nails)
S: Now we put the color. Put your hand here. (S opens the marker).
Teacher: S let’s ask B’s mom first if we can put the color on B’s nails.
S & B: Good idea. (B and S go over to B’s mom) Auntie can we put the color on B’s nails?
B’s mom: Oh no, I think not. (S interrupts mid-sentence.)
S: It’s okay. We’re just pretending. See we put the lid on.
B: Yeah just pretend.

The children switch seats and B does the same process to S’s nails.

They run back to the table to continue. S pretends to put the pink marker on B’s nails.

S: Now we have to polish.
S uses the watch to polish B’s nails.
S takes the bottom of the phone and tells B to put her hand in
S: Don’t move, your hand needs to dry.
B: Okay. Is it done?
S: Yeah all done. Check your nails. Do you like it?
B: Yeah!. Okay now it’s your turn for your nails.

The children switch seats and B does the same process to S’s nails.

Next, they decided to go around the classroom to ask other parents and children if they would like to get their nails done. After one mom and dad finished getting their nails done, B said, we need to make a sign so people know they can get their nails done in our store! B grabbed a piece of paper from the art table and wrote her name. She asked S to write her name, and a dad to write the word “nails” and draw a hand with nail polish. S asked the teacher for tape. “Ms. M we need tape to put our sign up for our nail shop! They put up the sign and started to ask other children if they would like their nails done.

Soon a line up forms and other children are waiting to get their nails done. As the children get their nails done B and S treat the children as customers, commenting on their dress and nails (e.g., Do you like them? I like your dress. That’s Elsa.)

A few minutes later, the children begin to add other signs such as Flu shot:

S: Make sure to put registered nurse because only a registered can do a flu shot.

They also created a sign for a “Gluten free hair salon.”

S: I like that name, that’s why.

This observation occurred on the last week before winter break. The educator decided to leave the signs up and see if the children would return to their work in January. As the children entered their first day of school after the break, S and B surely went back to their work. They both came back to their “salon” and asked different friends which service they would like. They added new services(e.g., face-paint shop), and each day, specified which service they had available. Children and parents could choose from of the options available.

Profiles

Communicating

PROFILE THREE

I communicate purposefully using forms and strategies I have practiced

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather and present basic information I need

Creative Thinking

PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Social Awareness and Responsibility

PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively. I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Collaborating

Communicating

Critical and Reflective Thinking

Context

The class was learning about habitats and what animals need to survive. Students were encouraged to work with a partner to create a habitat for an animal of the Pacific Northwest using loose parts found in the classroom. Their habitats needed to include the features necessary for the animal’s survival (e.g., food, water, shelter, space).

Illustration

Student Work

Teacher Reflection

I observed:

Students being patient and taking turns.
Students thoughtfully contributing to the project.
Students changing their minds and explaining why.
Students helping one another.
Students being flexible and compromising.
A few students finding it difficult to compromise with their partner.

I heard things like:

Do you want to make a habitat for a rabbit?
Let’s use blue gems for the water.
What can we use for carrots?
Can you help me hold this?
I like the flowers on the tree.
It’s ok. We can fix it.
I think it would work better with a cardboard tube.
Where should we put the rabbit?

Profiles

Collaborating

PROFILE TWO

In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

Communicating

PROFILE THREE

I communicate purposefully using forms and strategies I have practiced.

Critical and Reflective Thinking

PROFILE THREE

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning to my experiences and efforts and goals. I give and receive constructive feedback.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Critical and Reflective Thinking

Communicating

Context

Students were asked to imagine themselves in 5 years, 10 years, and 15 years, and to think about a career they might want to pursue. They were asked to identify different jobs within their chosen career path. After selecting the job that excited them the most, students researched the education and training required, the skills and competencies needed to be successful in the field, and what a day in the life in their chosen job might look like. Students were asked to make booklets to summarize what they learned and to create a comic strip to represent the “day in the life” part of the task.

Illustration

Student Work Sample

Student work (PDF)

Profiles

Critical and Reflective Thinking

PROFILE THREE

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

Communicating

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms and strategies appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Critical and Reflective Thinking

Creative Thinking

Communicating

Context

Students were engaged in a free inquiry project. They chose their own essential question, the authentic product they would develop, and the resources they would use. Students developed their own criteria and rubric to self-assess their work and identified the curricular content and core competencies they thought were relevant to their work.

This student decided to explore her artistic abilities through this inquiry. Her essential question was: How do artists best express how they think or feel? She kept an inquiry journal as she worked and competed a reflection form with teacher prompts at the end of the inquiry.

A few months after this assignment was completed, she wrote a myth and created a book illustrated in watercolours.

Illustration

Samples Student Work

Inquiry Journal (DOCX)

Student Reflection

Responses to Reflection Questions (PDF)

Profiles

Critical and Reflective Thinking

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these to my previous experiences. I accept constructive feedback and use it to move forward.

Creative Thinking

PROFILE FOUR

I can get new ideas or reinterpret others’ ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

Communicating

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Communicating

Positive Personal and Cultural Identity

Personal Awareness and Responsibility

Context

Students engaged in a unit around power and privilege. They watched movie clips and investigated selections of children’s literature. They engaged in a “privilege walk” and watched PBS clips showcasing children and youth growing up in complex environments, followed by poster walks and presentations.

The unit culminated by focusing on the understanding that we all need to do more to change the structures of power and privilege that have been constructed in our world. Students learned that a small step to help is understanding that none of us is a single story, and we all need to be aware of “The Danger of a Single Story” in perpetuating power and privilege.

After listening to Chimamanda Ngozi Adichie share her story in a TED Talk , students wrote a response and a reflection. They considered questions such as:

What was one thing the speaker said, which really resonated with you? What did it make you think or realize?
Describe a “single story” that you feel is wrongly impacting others.
The speaker says that we must reject the single story, and that stories matter because they have the power to break or create dignity. Explain what this comment makes you think of.

In their reflection, they made connections to their own ideas and to the Core Competencies.

The Ted Talk is available at:

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story#t-771896

Illustration

Student Work Sample

This TED Talk was about stereotypes which the speaker described as “single stories” – a single perspective about a group of people, based on very little information. The speaker, Chimamanda Ngozi Adichie, spoke of several stories about being a Nigerian person in America, and meeting a lot of people who only had a single story about Africa. Some people thought that Africa was a country, or that Africa is supposedly filled with poor people and starving children. These assumptions are very incorrect in nature. The speaker talks about how a single story about a different culture or situation can really narrow a person’s thinking and alter their perceptions. That is why it is important to understand that to truly know something, a person needs to collect a lot of stories, and reflect upon the “single story” and hopefully deny the wrong ones. After all, the only way to know something well is to look past the stereotypes and accept the fact that every person is a unique individual and should not be generalized by any stereotypes.

I am not a single story in many ways. First, I do not fit into the single story of a Chinese or Canadian person. I don’t consider myself as being very smart or perfect at everything. I am also not very quiet for overly apologetic, nor do I live in an igloo in a place that snows all the time. I do not fit into most of the single stories about Canadian or Chinese person because I grew up between the two cultures, making me a unique mix between the two. I am shaped by many Chinese traditions, but I also speak up quite often and question traditions a lot. Sometimes, people who judge me based on the single story of a smart kid. They would expect me to know the answers to everything, or at least to have the capabilities to doing any assignment perfectly. This makes for a very uncomfortable feeling. I am different from that single story because I also make mistakes in my assignments, I am just like everyone else. I am also not really a bookworm; I only read books that I am interested in. I may be smarter than others, but that all comes from my own hard work, and a single story does not define my intelligence.

There are a lot of events that shaped me into who I am today. One of the biggest deciding factors of my personalities is how I always ask questions and ponder about almost everything I come across. I often contemplate peoples’ reasons for doing certain things, and I always disagree with opinions that are thought to be right by the majority. I also tend to analyze things very closely and tend to think more logically instead of using emotions. Sometimes those factors get me into conflicts, which causes me to reevaluate my beliefs once more. Since I was little, I was always told to be a reserved person, so as my life progresses, I learn how to speak up at the right times and make comments when appropriate. I used to get into a lot of trouble because I was blunt, which is why my personality changed to being more reserved and polite. Basically, most of the events that make me who I am today are mistakes and conflicts. I develop from them and change my personality, so I can avoid committing the same mistakes again.

Student Reflection

There a few “I” statements” that I believe connect very well here. The first one that I would like to speak to is the statement: “I understand that my identity is influenced by many aspects of my life” as well as “I am aware that my values shape my choices, and contribute to making me a unique individual.” It is true that identity is formed by many “stories”. These stories are the different events and experiences in one’s life. A person’s identity is not made of just a single story; it is made of many things that happen in life, as well as the many choices that are made. Choices influence identity in that some people might purposefully deviate from their culture and traditions; some people make choices that develop a different and unique identity.

Another “I statement” to reflect on here is: “I can identify how my life experiences have contributed to who I am” and “I recognize the continuous and evolving nature of my identity”. It is very true that the events that happen in a person’s life can shape their identity. Even if a person is born into one culture and has that culture’s “single story” attached to them, different events in their life, such as moving to another country and adapting to the new culture, can impact their identity forever. Peoples’ identities are always changing, and that is why it is wrong to assume stereotype among them. People who choose to label others are not being fair. They do not know about their life, nor what events have occurred to make them that way. Therefore, it is very important to recognize that all life experiences create a person’s identity.

Profiles

Communicating

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications featuring that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Communicating

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

Personal Awareness and Responsibility

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behavior. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions.. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

Positive Personal and Cultural Identity

PROFILE SIX

I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Communicating

Personal Awareness and Responsibility

Context

Students read and discussed famous poems about perseverance, resilience, and emancipation. For example, they were introduced to Walt Whitman’s poem, "Oh Me! Oh Life!" and W.E. Henley’s poem, "Invictus".

Students were then asked to create their own original composition in free verse form reflecting on their own struggles and perseverance. As a challenge, they were encouraged to include Henley’s words: “I am the master of my Fate” and “I am the captain of my soul” in a way that credited the original source. Once their poems were finished, each student reflected on their journey of struggle and perseverance.

Illustration

Student Work Sample

Lost in Thought

Perhaps it is the ending of yet another day
That causes one to realize
To lie awake thinking
Of how fast time flies

Of what will come to be
How people come and go
About what will happen to me
And the events of which I have yet to know

The feeling of being lost
Wishing the clock to slow
So that I have time to catch my breath
Before I need to grow

And
Stumble into the unknown
On a path chosen by another
Decided upon long ago

When I lose myself in thought
I’ll remind myself that I am in control
For William Ernest Henley once said
I am the master of my fate
I am the captain of my soul

Student Reflection

Lost in Thought: A Reflection

My poem relates to the core competency of Personal Awareness and Responsibility because it speaks to questioning one’s purpose and the idea of destiny; sometimes I feel as if I am lost in my responsibilities as a student as well as many other roles. It is in times such as these that I feel somewhat insignificant compared to how well other people seem to be faring; I tend to pan out or momentarily give up in these situations. Being aware that my choices are the most important in my life will help me feel more in control of myself. Not only do I feel lost in my responsibilities, but I also feel as if time may be going so fast that I can’t keep up with it. I worry too much about what the future holds and about how frighteningly close university and post-secondary life seems to be. To combat this, I can find ways to channel stress out of my mind so that I don’t worry too much; I think that by taking initiative and more responsibility will make me feel more secure and in control in what I will become as a person.

Teacher Reflection

Many students identified this learning experience as one of their favourites. Students saw this exploration into identity as valuable and important. From a personal awareness perspective, their responses were thoughtful and genuine. The reflections were an invaluable and integral part of this process. Students delved deeply into their own experiences and journeys to construct their own meaningful and original compositions.

Profiles

Communicating

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the effectiveness of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Personal Awareness and Responsibility

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behaviour. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Critical and Reflective Thinking

Social Awareness and Responsibility

Communicating

Context

The Teacher’s Voice

Students in my classroom are often asked to consider social issues, particularly with reference to valuing diversity. This lesson was designed to prompt students to question what they hear, read and view, and to consider ways to overcome phobias, including homophobia, transphobia and biphobia.

Students investigated a specific phobia (e.g., arachnophobia; ophiophobia), researched physical and emotional reactions, and created a caricature. After sharing their representations of phobias, they discussed and reflected on reactions to SOGI. They considered:

Key understandings they developed
What they would like others to understand
How their learning connected to Social Awareness and Responsibility

A detailed lesson plan, Inquiry Lesson: Exploring Phobias, is available at the website below as part of a collection of SOGI resources.

http://www.lostboysconsulting.ca/sd-41/

Illustration

Student Work Sample

Phobia (PDF)

Student Reflection

Reflection (PDF)

Profiles

Critical and Reflective Thinking

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

Social Awareness and Responsibility

PROFILE THREE

I can interact with others and the environment respectfully and thoughtfully.

I can build and sustain relationships and share my feelings. I contribute to group activities that make my classroom, school, community, or natural world a better place. I can identify different perspectives on an issue, clarify problems, consider alternatives, and evaluate strategies. I can demonstrate respectful and inclusive behaviour with people I know. I can explain why something is fair or unfair.

Social Awareness and Responsibility

PROFILE FOUR

I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer.

Communicating

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Communicating

Critical and Reflective Thinking

Positive Personal and Cultural Identity

Context

The Teacher’s Voice

After some deep thinking into what makes a family, students began to compare their families with families around the world. How are they the same and how are they different? We then asked our families to help us to learn more about where our families came from before we arrived in Canada. Here is our Learning Story.

Illustration

Learning Story

What is a family?

Do all families look the same?
What do families need to be a family?
Can friends be in a family?
Do families need to live together in the same house?

We have decided to explore the question, “What is a family?” After talking about communities and thinking deeply about who makes up a community, how people treat each other in a community and what are important places in a community, we found that many of our ideas about families were the same as our ideas about a community. This led us to the question, “Are we a family in our classroom?”

One student called out, “We are a school family!” This was an interesting discovery and changed the direction of our thinking. First, the students thought that families had to live together in homes. But when one student shared a personal story about her dad living in another country, we decided that families don’t have to all live in the same house. So, we created a list of criteria to decide what is a family.

The criteria is…

Families make smart choices.
Families kiss each other.
Families are kind to each other.
Families are like a community.
Families play games together.
Families spend time together.
Families support each other.

All these ideas came before the final idea for our criteria…love. We decided that families must love each other but since we can have school families, work families and friend families, we added love or really like each other.

Only after these two lists were complete did anyone think about specific people. being in a community. Immediately, students named, mom and dad and brother and sister but adding more distant family members took a little more thought. Finally, we were happy with our lists.

We ended our discussion with a conversation about how our families are the same and how are they different from our friends and neighbours families. This led us to think about our “world family” from our list. How are families the same or different around the world? What do families eat? What do families wear? Where do families live? How do children in families go to school? Does everyone go to school?

Sample Student Work and Video Reflections

Students reflected on their own families through artwork and video interviews.

Profiles

Critical and Reflective Thinking

PROFILE TWO

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others something I learned.

Positive Personal and Cultural Identity

PROFILE TWO

I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me, and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

Communicating

PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Critical and Reflective Thinking

Creative Thinking

Social Awareness and Responsibility

Communicating

Context

The Teacher’s Voice

Students in my classroom are often asked to consider social issues, particularly with reference to valuing diversity. This lesson was developed to prompt students to understand that design can be responsive to identified needs, in this case, the need for access to universal washrooms.

To design logos for a universal washroom, students:

Analyzed design features for logos
Developed understanding about Universal Washrooms
Considered who needs access to Universal Washrooms
Worked in design teams to create a logo for a universal washroom
Shared their designs; offered and received feedback
Pitched their design to the class

A detailed lesson plan can be found at the following website as part of a collection of SOGI resources.

http://www.lostboysconsulting.ca/sd-41/

Illustration

Student Work Samples

Students recorded the iterations of their design process:

Design process (PDF)

Students then presented their final logo design:

Logo (PDF)

Student Reflection

Reflection (PDF)

Profiles

Critical and Reflective Thinking

PROFILE FOUR

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

Creative Thinking

PROFILE THREE

I can get new ideas in areas in which I have an interest and build my skills to make them work.

I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practising, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.

Social Awareness and Responsibility

PROFILE FIVE

I can advocate and take action for my communities and the natural world. I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in the communities I belong to and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

Communicating

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

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