Kyle's Portfolio

Collaboration:

During the Apprenticeship program, I participated in a group project where I took on the role of a team player and problem solver. I have been with friends during presentations, which made it easier for us to communicate and share ideas. In other courses, we had the same teacher, which meant we had the same grading scales, so we understood what was expected of us. During projects, we worked with them playing Kahoot or Blooket games during the learning lab, which helped us review and understand the material in a fun way. We also worked together to figure out the correct answers when we were stuck. In addition, we helped each other in apprenticeship tasks by dividing the work based on our strengths. Some of us were better at researching, while others were good at organizing or presenting. Just like me and Edward finishing the Apprenticeship tasks together. The tasks were the fitness presentation where we had to share our training or workout sessions. Doing this made sure the workload was balanced and everyone felt included.

Creativity

When my creative output was challenged, whether by feedback or self-doubt, I felt unsure but chose to see it as an opportunity to grow. I asked my tablemate for help, he’s a good friend and a talented swimmer. For example, I once received feedback on a Chinese and English presentation that my ideas were unclear, so I adjusted my words by organizing my thoughts better and adding more details. When I look at my creative work, I often feel a mix of pride and critical reflection. While I’m excited about what I’ve accomplished, I also notice areas where I can improve. These feelings motivate me to push myself further and refine my skills. When faced with creative blocks, I would first think of the abilities that I have, then I ask myself questions like, “What am I struggling with?” and “What can I learn to improve?” To overcome these challenges, I use strategies like taking breaks, seeking help from my friends, or trying new techniques.

Creative Thinker

In an Apprenticeship task analyzing a New York Times photo, I carefully observed the image, it was an African family finding an electronic device that they’d never seen before, noting details like facial expressions, emotions, and context. I asked, “What story is this telling?” and considered its connection to real-world issues. During the task, I came across a problem when working on the project where we had conflicting ideas about how to present our findings. I saw other people in the NYT comments have disagreements. I looked through the situation, observing to everyone’s perspectives to understand their reasoning. I read the other comments, which did convey my ideas. We also researched similar projects for inspiration and discussed the pros and cons of each approach. To ensure I’ve considered all relevant views, I ask myself, “Have I looked at this from different angles?” I also review my work for gaps, seek feedback from others, and compare my analysis to additional sources.

Communication

8th grade was my first year at SAS, stepping into a new environment, it was difficult to embrace and blend in, although I had some friends already from my previous school. However, in high school, communication expectations have become more precise. I feel fine in writing essays and presenting my ideas clearly, but I find some obstacles to adapting to different group dynamics or expressing complex thoughts under time pressure. An example where I had to actively listen was during a group project in the Apprenticeship program. A peer shared their idea, and I focused on understanding their perspective without interrupting. By listening carefully, I noticed details he missed and asked thoughtful questions to clarify their points. My listening skills helped us combine our ideas effectively, leading to a better project outcome. Additionally, it improved our friendship because they knew I respected their thoughts. He was talking about the same hobby that I liked to do, so that’s why I would listen even closer.

Resilience

Since entering 9th grade, I’ve learned that resilience means staying positive and adapting to challenges, even when things get tough. For example, when I feel overwhelmed, I take breaks by walking outside, embracing nature, and relaxing, as well as walking, talking, and having fun with my friends. These moments help me recharge and face challenges with a clearer mind. Although I haven’t experienced a major failure yet, I know that when setbacks happen, I’ll take time to reflect, seek help from peers, think of the right steps to move forward and remind myself that I can overcome anything. This mindset will help me tackle future challenges with confidence and determination. To consider my strengths, I ask myself questions like, “Did I stay calm under pressure?” or “Did I learn something from this experience?” These standards help me measure how well I’m bouncing back and growing stronger. Overall in 9th grade, I learnt a lot about how to control myself, break through obstacles, and have an incredible fellowship with my friends.