Issues or projects

Illustration Elements

Illustration Éléments

Context

The class had previously worked on constructing Found Poems and using figurative language to engage audience. In this task, students were asked to work collaboratively to draft a Found Poem from a guide to recycling. They were asked to make a list of possible words and phrases from a brochure about recycling, and then develop their poem by keeping the words and phrases that best conveyed the tone and mood they hoped to achieve. They were provided with a graphic organizer to use to outline the purpose, audience, and an effective location to post their poems.

Illustration

Activity 

They worked collaboratively in small groups to develop their poem.

Student Reflection Videos

Students gathered in groups to share and discuss the strengths of each poem and provide feedback. Many students, including those pictured and on the video, decided that they wanted to construct a new poem integrating each others’ ideas. Students were invited to reflect on that collaborative process.

Profiles
PROFILE FOUR

I can confidently interact and build relationships with other group members to further shared goals.

I can identify and apply roles and strategies to facilitate group work. I draw on past experiences to negotiate and develop group processes.  I am an active listener and speaker — I share my ideas and try to connect them with others’ ideas, I ask clarifying questions and check for understanding when appropriate, and I test my ideas with others and consider their input. I help solve conflicts or challenges as they arise. I recognize how the contributions of myself and others complement each other. I can co-plan and adjust our plan according to our group’s purpose.

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.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

The local First Nation has a vibrant and active volunteer fire department, including a Junior Fire Crew made up of secondary students who are members of the First Nation. Approximately half of the secondary school aged students in this First Nation choose to attend the nation-run school and half choose to attend a nearby public high school.

Students train for up to two years, and complete fire safety, physical endurance, and communication skills evaluations in order to earn their place on active calls. Students on the Junior Fire Crew have responded to house and chimney fires, medical emergencies, and wildland fire calls, some of which threatened over a dozen homes.

Illustration

Teacher Observation

In oral interviews with their Careers and Planning teacher, two students specifically pointed to the collaborative nature of their training and spoke to how members coach each other depending on individual strengths. Further, the students emphasized the importance of knowing who is undertaking which role in each fire and the collaborative nature of the crew’s organization. They displayed a clear understanding of their specific roles on the team, as well as the roles of more senior and junior members. There is also collaboration with other local fire crews, both locally-based wildfire crews and fire crews from neighbouring communities.

The Career and Planning teacher observed that participation in the Junior Fire Crew had a positive impact on the confidence and self-esteem of students. Further, some students went on to pursue firefighting careers after their involvement.

 

Profiles
PROFILE SIX

I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

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.