Above is my reflection for the migration project.
Above are some of my main artifacts throughout the fourth ELA unit, which focuses on analyzing conflicting values, ethics, and interwoven/shaped morals. The author’s perspective required us to provide context for every text we evaluated to more deeply understand the meaning/purpose behind its writing. This could potentially accentuate perspective-based bias, etc.
I received exceeding standards for my final essay, as I was able to incorporate a robust and well-controlled understanding of the moral dilemma and tension in the story. In addition, my thesis was sustained and precise, and I transcended beyond summary to delve into the cultural expectations and personal identity’s sacrifice. What elevated me was how my commentary interpreted the conflict’s significance and connected them to real-life applications/my own dilemma.
Evidence of Organization:
How useful is my science notebook as a learning tool?
My science notebook is a proficient tool for organizing my thinking about scientific concepts, as well as a well-formatted resource for preparing and reviewing as an active learner.
Evidence of active-learning habits:
I have improved at participating in class discussions/ using my time effectively, engaging in the relevant preparation necessary for learning, and demonstrating persistence and positivity. One learner skill that continues to be an area of growth is my ability to reflect on learning. This is because I need to make sure that I commonly review the grades portion in schoology, and evaluate my behavior, such as whether I’m meeting/exceeding the other aspects, on a regular basis. (Self-check)
Evidence of Understanding of Key Concepts
Supported by the screenshotted evidence, I’ve been proficient in meeting the 3 for 3 short quizzes, as well as demonstrating no evident gaps in my learning across the semester.
Evidence of Growth in Science Skills
Developing and Using Models, Engaging in Argument from Evidence (CER), Constructing Explanations and Designing Solutions, Asking Questions and Defining Solutions, Using Mathematics and Computational Thinking, and Obtaining, Evaluating, and Communicating Information. These are the six standards I’ve met throughout semester one.
By using my active learner strategies, I’ve obtained and communicated my learning through standard 6 by effectively utilizing graphs whilst maintaining credibility.
In general, my growth has been evident across all 6 standards by my application of reviewing notes as well as the rubric, and extending my learning through L4 opportunities.
Over the past few weeks, I have improved my ability to strategically drop the badminton point at a specific location. I learnt that in order to gain a point, I had to aim for one of the lines, whether it’s the singles line when playing solitary or the doubles line with my partner. Something I can definitely use more practice with is returning to the center point whenever I return a shot, regardless of its proficiency. This will not merely aid with my following shots, but also balance my rhythm and ensuring that I have the opposition power in the game.
In Pickleball, I served with precision and used my implement to return opposing shots. With my partner, I was proficient in adhering to every rule, including the double bounce and kitchen rules. However, I can ameliorate my skill in returning hits with at least 95% accuracy.
Throughout the first semester of 8th-grade Chinese, for our final presentation of minority ethnicity, specifically 维吾尔族。We focused on standards like
communicating with others in real-life conve sations appropriate to my level of proficiency. I practice my TTG like a skillful communicator, integrating information across contexts. I responded to my classmates’ presentations through proper praise and constructive advice.
An example of my writing standards incorporated includes my only writing assessment for the first semester, which focuses on my narrative techniques. Some of the requirements include maintaining 主题与情感，情节与结构，语言与写作手法，格式与书写，和字数要求. I not only met the standards but also exceeded them with my figurative language and narrative portions. (Climax, etc.)
In addition, we analyzed different 说明方法, including presenting empirical data and comparing with similes and metaphors, in an informational essay on the 中国石拱桥. Our ability to recognize these factors will aid us in writing our final writing assessment, integrating it into our benefit.
My active learning skills are proficient, as I consistently turn in our assignments and participate in class discussions. I always strive to exceed expectations and expand my learning through extensive opportunities.
My vision board captures themes like family, volleyball, writing, piano, travel, inner peace, and healthy eating. These concepts all correspond to what I prioritize, and I would like to approach them through strategized steps and fastidious detail.
My three big goals of the semester are pasted onto my vision board, and my word of the year is ‘EMPOWER’, as I would like to incentivize the true potential of myself and others.
Over the past 6 lessons, we have focused on our badminton proficiency, including the front-hand and backhand serves, the drop-shot and the clear shot. Through adequate drills with partners and gameplay, I implemented my experience outside of school into PE classes, demonstrating my ability to extend my capabilities.
A goal I thought of at the start of the unit include being able to effectively spike with accuracy and momentum. I was able to achieve my goal(s) through practice and a positive mindset.
For example, I also enhanced my hair pin shot, as I learned to control my power in order to decrease the chances of the opponent’s attacking force.
Overall, this unit helped me interact with my peers through a sport I pursue outside of class. It was an experience that, though we do it every year, has purposes that go beyond the 6-lesson period.
1. Active Learner Habits
One strength I bring to math class is my ability to participate in group and class discussions with insightful contributions. For example, in the last unit, I was able to explain unique approaches to challenging problems, extending our ideas and mathematical computation. Another main strength of mine is my habit of constantly broadening my learning through L4 challenges, and my courage to seek support from my peers and teachers when necessary. A third strength I bring to the classroom is my proactive preparation for assessments, whether they’re COLs or even L2 checks for understanding. By transcending the standard through extra work at home in order to self-assess my learning, I receive well (Meeting or above) scores on each assignment, which is a core highlight of my semester in IM8.
Area of Growth
One habit I want to improve this semester is my ability to justify claims using multi-representations of analysis, simultaneously utilizing precise mathematical precision rather than simply listing surface-level opinions. One other habit in terms of the active learner portion is how I organize my notes before assessments. I could definitely enhance on the quality of my note taking, as they influence my behavior in classwork, tests, as well as other academic sections in this course.
This is an area of growth for me because I can need to learn how to not merely evaluate calculations, but meanwhile also using the mindset of mathematicians through accurate diction and notation.
Plan for Growth
I will work on this habit by making sure that I follow cornell notes as my main format, as I feel comfortable with the strategy. It also aids me in lucidly organizing how efficient I review mathematical content, which can prepare me better for assignments in class.
One specific action I will take is to use the format (laying it out using rulers, etc.) beforehand. That way, I won’t be susceptible to forgetting during the actual note-taking.
2. Math Notation and Communication
Reflection:
Early notebook evidence:
My math work has improved because I’ve been able to box my answers, as well as use the concept of effective spacing to make note-taking more effective to understand personally.
3. Evidence of Understanding of Key Concepts
This example shows that I not only understand the standards, including statistical analysis and interpretation, but also can extend my learning by both attempting and succeeding in answering the L4 problem. This attests growth in my academic and mathematical journey because previously, I wasn’t able to think as critically accurate, and evidence of this COL serves as a basis for my improvement in this area.
This example shows that I examined the relationships between different variables, like the height and circumference. I also was able to label scatterplots with appropriate scales and accurately delineated associations. In addition, this shows growth because I was able to extend my learning by providing an alternate form of regression model, as the linear form wasn’t the best fit for the scatterplot data we collected. Thus, with the support of Desmos, I eventually figured out that quartic polynomials were most suitable for the data collection.
Final Reflection:
Overall, based on the two examples, my work demonstrates my ability to both meet the concepts through intricacy and precision, as well as develop my learning further through L4 challenges.
Part 1: Unit 2 Topic A and B Test Reflection (Functions & Statistics)
A. Evidence of Your Best Thinking
- On the standardized base, question 3 best reflected my solid understanding of meeting concepts, such as academic language related to statistical interpretation. In addition, part B also demonstrated my adept ability to interpolate using the linear regression model, or line of best fit. Overall, this question best showcases my capabilities in L3 Statistics and in combining it partially with functions. (Line of best fit conversion)
- I chose question 7 as evidence of my best learning because it attests to my extensive comprehension for distinguishing correlation VS causation, providing at least 1 confounding variable, and using mathematical language. It had 4 sections, and in all 4, I expressed my reasoning to enhance the precision of my answers. For example, in part D, I extrapolated the data to determine whether the researcher’s claim was correct. I didn’t merely illustrate my ability to mathematically propose arguments using evidence like residual plots and the data graph that I created based on it, but also explain with lucid logic and analysis.
B. Skills Reflection
- Throughout Unit 2, I improved the most at being able to conduct judgments based on residual plots, data tables, and any other piece of valid evidence. In essence, instead of only labeling superficial observations, like “The graph is going upward”, I enhanced my recognition of profound qualities all the while utilizing mathematical precision.
- One skill from this unit that I still need to work on is being able to specifically mention the outliers’ points, as well as the part of the residual plot that needs the most improvement, like (below the y=0 line or above) Aside from that, I hope to continue developing my understanding of both statistics and functions, along with the critical thinking that aligns with the standards.
- The biggest challenge for me on this assessment was being able to explain with a critical mindset. This was especially manifested when I was at first quite stuck on the Exceeding set of problems. However, after examining the residual plot and key qualities like outliers and clusters, I was able to move on with proficiency, exhibiting my skill set beyond the meeting standards.
- One strategy that helped me on this test was aligning my work with the rubric provided above as I worked. This aided the process, as I could check my work with mathematical accuracy. Overall, it was a major strategy that I will continue to implement into my work as I progress into a new semester.
Part 2: Goal Reflection & End-of-Semester Check-In
A. Looking Back at Your Last Goal
Last unit, I set the goal: To maintain organization throughout my work while ensuring 100% accuracy.
How well did you work toward this goal?
I worked very well toward this goal, as I am currently much more organized and attentive of how I propose my mathematical reasoning/writing.
What helped you make progress toward this goal?
I practiced reading problems twice or more to ensure that I wouldn’t solve for the wrong element, which contributed to a more space-balanced and neater environment that I showed my work in tests, practice worksheets, and even homework. (Keep a repeating habit)
What got in the way of this goal (if anything)?
Nothing necessarily got in the way of my positive progress toward this goal, as it was easy to achieve.
B. End-of-Semester Self Reflection
- List three strengths you have shown last semester:
I was able to proactively communicate with the teacher, which supported me in clarifying gaps in my learning. In addition, I stay on task 100% of the time, focusing on areas where I can enhance my personal progress in specific math units or concepts. Lastly, I push myself to a pertinent goal through commitment and a wish to do my best.
- List three areas you still want to improve:
I still want to improve my ability to exemplify my learning through lucid communication habits, such as making the layout of my writing clearer to comprehend for both the grader, peers, and myself.
Another point I want to improve is my constant reflection of my progress, such as reviewing quizzes. This can aid me in preparing best for COLs and final summatives.
Lastly, I would like to ameliorate my ability to extend my learning positively, such as always reaching for Option 3(3/3) in choice board days. This could help me with L4 questions on tests and stimulate a more insightful understanding of mathematical content and concepts.
C. New Academic Goal Moving Forward
In the next unit I want to make sure that I label my work with clarity and proficiency, which would help me organize my math and potentially accrete my overall understanding.
What might get in the way of this goal
At times, I might feel rushed, wanting to finish the question completely without regard for complete organization and neatness. This could obstruct my focus on this goal during key assessments or even homework practices.
What will I do if I get stuck or need help?
If I get stuck, I’ll be sure to reach out with Ms. Fisher, even my peers at times. Both teachers explain concepts lucidly, which would help me understand specific concepts much easier and more efficiently.
- Stephanie and I modeled a video game simulator in the lens as the game’s critical designer. The player’s purpose was to defeat the Jabberwocky through different phases, with phase 1 as the monster being serene and having just awoken, using a linear function. As time, the independent variable, increased, the phases became more tense, with the Jabberwocky gaining many more points, eventually even exponentially. This relates to how a real-life designer would detail the simulating dragon’s offense levels, adapting to evoke more fun out of the player.
- I’m most proud of our intricate interpretation of the slope, key features on a graph, as well as the answering of the question we posed. This is because instead of merely writing a superficial and surface-level analysis, we extended our learning through elaboration of reality-based situations, applying math to the real world.
- The hardest part of the project was creating a pertinent formula for the exponential functions during phase 3 and 4. This is because it required trial and error attempts, as well as using technology to formulate. The graphing was relevantly complicated, as we had to correlate the timing to the energy, along with an accurate graphing on the linear and exponential functions.
- If I could revise the project, I would want to create a more elaborately composed question, with numerous steps layering our learning thoroughly. This is because our questions focused on maximum 3 steps, which limited our explanations and demonstration of our learning of piecewise functions as a whole.
- Through research transcending the standards, as well as support from my peers and teachers, I was able to elaborate my learning on piecewise functions along with my prior knowledge on linear functions and properties. This real-life scenario allowed a multifaceted approach for us, as well as realizing the relevance of these math concepts in situations that extend beyond the classroom. It also aided my comprehension of the unit with creativity, which accreted my open-ended grasp of piecewise functions.