I am always on time for school, work, and other commitments.
When I have problems, I turn to others for support.
I am satisfied with the impact my use/or non-use of drugs and alcohol has on my relationships with my friends and family.
I am confident that the amount of time I spend connected to technology such as video games, TV, computer, Facebook, and cell phone is good for my overall well-being.
I avoid using alcohol, other drugs, and addictive behaviors to deal with my emotions.
I have a clear sense of meaning and purpose in my life.
I am confident that my use of social media, the internet, and video games has no negative impact on my school or work performance.
The choices I make about what I eat and drink are healthy.
I used to think that mental health was just a loose term that meant how you feel and your emotions, and it was just temporary. I thought it was just a word used to describe a person’s current emotional state, and thought not everyone had it. I had the misconception that if someone talked about their mental health, they had depression or anxiety, and this misconception came from media like movies, TV shows, and YouTube.
Now, after the unit, I know about the parts of the body, especially the brain, that may impact it, like the roles that the prefrontal cortex and amygdala play in mental health, which are logic and reasoning, and emotions, respectively. Also, mental health comes in many different forms. People have different conditions over different degrees (for example there are 4 types of eating disorders alone.), and not having any conditions doesn’t mean you don’t need to care about your mental health. I also learned that mental health conditions can be gotten genetically, like from a parent. My perspective has shifted in that I’m now treating mental health more seriously and legitimately, because it is worth caring about.
An example of me and my group’s improvement of mental health is our final project about our topic, PTSD, in which we explained the definition, symptoms, variations, importance etc.:
This semester in Orchestra, I expanded and improved my skills in playing as an orchestra as well as a section leader. I think my biggest strength is playing accurately, and intonation and rhythm & pulse, because I think I rarely make mistakes there.
I need to improve organization and bringing pencils to class so I can be more efficient.
This unit in PE, we did badminton and pickleball. I was proud of my badminton progress, but I missed some shots occasionally, and I could work on my timing.
For pickleball, I was surprised that I could play competitively because I don’t have a history of playing this sport, but I could still work on my power distribution and timing.
This oral is related to the unit on WW1. In this task I was supposed to do was read a letter that was written by someone to their family member. I am explaining in French about the situation at the battlefield or hometown. For me it was easier th an other speaking tasks because I just have to read off the text
My pronunciation is mostly correct. I can improve, however, by working on more accurate vowel sounds.
– PRESENTATION This work is part of the unit on WW1. We pretended to be soldiers and family and we wrote to each other in “letters.” It’s to assess our writing skills and vocabulary that we learned over the unit. What I needed to do is pretend to be a family member of the soldier, and I wrote about him in the letter based on the information provided in the identity cards. I worked individually. Why you choose to present this piece of work: I presented this because it is the most recent and closest to my current skill level and proficiency in french class.
2- FEEDBACK and REFLECTION My teacher gave me the following feedback: Rely less on translators. I think it’s somewhat accurate because we used the translator to search individual more difficult words, but I didn’t use it to translate entire phrases. In order to keep improve, my next steps will be to expand my vocabulary through Quizlet or different learning sites to ensure I don’t need the translator.
3- CONCLUSION Overall in this unit I have learned about WW1 more and the french point of view. I’ve learned how to use different words. I think i can apply this knowledge in real life when talking about the first World War. I am feeling quite confident in using these words.
This unit, we learned about the teenage brain and the important components of it, like the prefrontal cortex, responsible for logical thinking, the amygdala, for emotions, and the hippocampus, for storing knowledge and information. I’ve come to the realization that I don’t really practice relaxation techniques, and over the course of the unit, I’ve learnt that it is actually a very useful technique to calm yourself down or just ground yourself when you need it or are feeling like it.
-One strength I bring to math class is that I’m willing to help others when they have misunderstandings or have trouble. I teach my tablemates how to do problems instead of just telling them the answer.
-Another strength I bring is I actively participate in discussions in class and can demonstrate my thinking to others.
-A third strength I bring is I challenge myself with difficulties that I know I can reach by putting in a bit more work.
Area of Growth Identify one Active Learner habit you want to improve during second semester.
-One habit I want to improve this semester is my organizational skills. I don’t have a real way of organizing my notebook and splitting sections, and sometimes my notebook appears very messy even though I think I know what I wrote and what the order of things is.
Plan for Growth Explain how you will work on improving this habit.
– I will work on this habit by consciously reminding myself to be more tidy with my writing and fitting the words into split areas instead of just writing somewhere on the page.
2. Math Notation and Communication
Take at least one photo of an early math notebook example.
Take at least one photo of a later math notebook example that shows improvement.
Your examples should show growth in:
math notation
showing work clearly
justifying your reasoning
Reflection:
Write one sentence answering this question: How has my math work improved?
It can be seen that I’ve made an effort to make my writing straighter and more aligned on the page which also is convenient for making edits and corrections.
During the conference:
Bring your physical math notebook.
Have it open and ready to show your examples as you speak.
3. Evidence of Understanding of Key Concepts
Choose two examples of your math learning that highlight your strengths and growth.
You may use work you have already completed, but photographs or screenshots are required.
Do not upload the entire assignment. Choose a specific part of your work.
Reflection (for each example):
Write 2–3 sentences explaining what the example shows.
Focus on:
-what you understand or do well
-how this work shows growth over time
E1
-This example shows that I understand composite functions because my partner and I were able to accurately graph a function with multiple different parts with different equations, and we were able to explain it coherently.
-One strength in this work is our explanation of the graph. We even used color coding to make it less ambiguous, because the text was long.
-This work shows growth because we’ve both really improved on our writing skills in math this semester, and this is evidence of our growth and development in that aspect..
E2
-This example shows that I understand transformations on a 2D plane and how to get their conversion rules.
-One strength in this work is my organization of the ideas. I used numbers and bold text to signify important ideas..
-This work shows growth because I haven’t really learnt transformations before, so this was a good example that I’ve grasped the concept enough to make a project.
Final Reflection:
After both examples, write one sentence describing your overall understanding of key math concepts.
-Overall, my work shows that I can show my work and explain my thought process correctly, with it being able to be understood as well, because it is also important to present your own ideas and show others how you got your answers .
-My examples show growth in my ability to organize ideas into sections.
This unit in PE, we did Badminton. We learned how to do many things like Dropshots, backhand and forehand serves, and clears.
I did well with the clears, because I’ve managed to hit the shuttles to the other side of the court with power, and I think I had growth in this area. Aiming and using the right amount of power so that it doesn’t fly out of bounds is something I’ve gotten really good at and used it with a high success rate in our games.
My backhands could be better. I seem to hit the frame a bit too much and that results in slightly weaker or higher shots, which isn’t optimal for me. I try to avoid hitting backhand, but if I must, I’m not very confident in the fact that I’ll get a good strong shot.
Part 1: Unit 2 Topic A and B Test Reflection (Functions & Statistics)
A. Evidence of Your Best Thinking
Select two questions from your Unit 2 test that best show your thinking.
I chose Question 7 as evidence of my best thinking because
I chose Question 5 as evidence of my best thinking because I gave feedback to another student’s graph-making with sufficient reasoning by pointing out errors and giving suggestions, and answered the question thoroughly.
B. Skills Reflection
Complete each sentence honestly and thoughtfully.
Throughout Unit 2, I improved the most at interpreting graphs. Learning about DOTS helped me have a structure for analyzing scatter plots (Direction, Outliers, Trend, Strength).
One skill from this unit that I still need to work on is the difference between a correlation coefficient and the actual slope of the best fit line. I got a question incorrect because I mistook the slope for the correlation coefficient, and ended up giving a confusing answer that was obviously wrong.
The biggest challenge for me on this assessment was, as mentioned above, the questions involving the correlation coefficient and the slope of the best fit line.
One strategy that helped me on this test was double and triple-checking my work. Apart from the whole slope thing, I believe that I did a good job with the accuracy of my questions.
Part 2: Goal Reflection & End-of-Semester Check-In
A. Looking Back at Your Last Goal
Last unit, you set this goal: Be less careless and make sure no calculation errors happen.
How well did you work toward this goal? ☐ Very well
What helped you make progress toward this goal?
My strategy was to keep reminding myself. It became part of my problem-solving routine to tell myself to look back at my process and see if I made any mistakes that could definitely be avoided. I’ve lost points due to those types of small errors before, and it’s quite unpleasant to see yourself lose a potential 4 because you forgot to use the distributive property.
What got in the way of this goal (if anything)?
I believe that I actually did a really good job, and remembered my goal.
B. End-of-Semester Self Reflection
List three strengths you have shown last semester:
Backing up my claims with good Evidence sections, especially knowing which pieces of evidence to pick out so that my point is supported while also not making it look like I’m cherry-picking.
I got better at graph making because I practiced my precision, and we talked about scale in class and I worked toward making my graphs accurate.
I got better at interpreting scatter plots. I hadn’t learned about this particular type of graph before, so being able to have sort of a topic around this was helpful.
List three areas you still want to improve:
While it is true that I’ve improved at scatter plots, it’s probably only due to the fact that I hadn’t learnt about it before. There is definitely room for improvement for me with scatter plots, because they can be harder to find patterns in than bar graphs or pie charts. Practicing this is important.
I mentioned above that I have developed good Evidence Skills, I think I need more work with connecting that back to my claim. I sometime struggle to keep my reasoning clear and concise, and end up writing too much about something that could be explained in less sentences.
Dilations: This originates back to very early in the school year. I had no problem with scale factors and whatnot, but centers of dilation were a bit of a gray area for me in my understanding. I did okay on tests, but I never really felt like I’ve fully grasped the concept enough that I feel like I could teach it.
C. New Academic Goal Moving Forward:
Work on my reasoning skills (how my evidence actually relates to my claim).
Complete all parts:
In the next unit I want to keep up my performance in class and on tests through maintaining this goal. Reasoning is a very important part of displaying your proficiency in the topic.
What might get in the way of this goal?
Something that might get in the way of this is not being flexible enough with my thinking. If I copy the exact same template into all of my CERs, it won’t effectively help me improve at writing a persuasive essay, since every essay is different depending on the topic.
What will I do if I get stuck or need help?
If I need help, I’d consult a teacher because they can provide helpful hints or suggestions on how to approach this writing, and could assist me in finishing my work with good quality.
