Communicating

Political Cartoon

A student creates a political cartoon to encourage community members to support a ban of shark fin products.

Profile Analysis

Creative Thinking

PROFILE FIVE
I can think “outside the box” to get innovative ideas and persevere to develop them.

I can get new ideas that are innovative, may not have been done before, and have an impact on my peers or in my community. I have interests and passions that I pursue over time. I look for new perspectives, new problems, or new approaches. I am willing to take significant risks in my thinking in order to generate lots of ideas. I am willing to accept ambiguity, setbacks and failure, and I use them to advance the development of my ideas. 

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 powerful images and words, and I identify way to change my communications to be 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.

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.

Investigation Workbook in Visual Arts

A student creates an Investigation Workbook of artistic research, reflection, and original work.

Profile Analysis

Creative Thinking

PROFILE SIX
I can develop a body of creative work over time in an area of interest or passion.

I can get ideas that are ground-breaking or disruptive and can develop them to form a body of work over time that has an impact in my community or beyond. I challenge assumptions as a matter of course and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively. I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas.

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.

Essay about a Poem

Students reflect on how they generated creative ideas for a group essay about a poem.

Profile Analysis

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 practicing, 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.

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 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.

French Bank Skit

Students plan and present a skit in their French Immersion class.

Profile Analysis

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.

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.

Handprint Turkeys

A student teaches her classmates now to make handprint turkeys.

Profile Analysis

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.

 

Collaborating

PROFILE THREE
I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

Memoir: "Sky Diving" Experience

As part of a memoir, a student recounts a “skydiving experience” with a twist.

Profile Analysis

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 and present it with thoughtful analysis.

Oyster farming

A student and his father make a presentation about the oyster business.

 

Profile Analysis

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.

Making a List of Names

A student makes a list of the names of children in her classroom.

Profile Analysis

Communicating

PROFILE ONE
In a safe and supported environment, I respond meaningfully to communication from peers and adults.

How to Construct a Table of Values

A student presents a video lecture on how to construct a table of values.

Profile Analysis

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 basic information I need and present it.

 

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.

 

Retelling Little Red Riding Hood

A student retells his own version of Little Red Riding Hood.

Profile Analysis

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.

 

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