Jamie's Portfolio

Introduction

The purpose of my conference is to share my learning journey with you as I show my strengths, and how I want to improve.

I’d like to share:

• What I’ve done and what I still want to achieve
• Some areas of growth, struggles, and some of my work
• My goals and how I plan to achieve them
  

Some of the things included on my vision board are:

• My goals
• Evidence of my learning
• My TTG
• Item 4

These are important because expressing your goals can help you achieve them. When you look at your vision board, you are reminded of what you want to achieve which gives you motivation to work harder.

My Goals Are:

1. Be more active in class (participate, be a group leader)

2. Be more organized

3. Exceed in ELA/social studies

4. Try out more things and hopefully get some hobbies

Transdisciplinary Transfer Goal (TTG)

The TTG I chose to reflect upon throughout the year is being an effective collaborator.

I collaborated with my teammate to make this beautiful rat poster for my passion project, showing my effective collaborator skills.

Core: Language Arts

This is a research paper on our recent unit in Language Arts. In this essay, I talk about how social media affects me, my community and the world. I chose this artifact because it shows my progress in inquiry writing. Between my positives and negatives section, there is a big difference between these two paragraphs as in my challenges section, I used no personal pronouns and kept more reliable statistics.

Core: Social Studies

I will now share my progress in Social Studies…

Strengths: My strength is that my work is always consistent, and I am always willing to ask clarifying questions when I don’t understand something. When I am focused, I can get a big amount of work done in a small amount of time.

Areas of Growth: An area of growth is that I could try to choose exceeding options more often, so my grades would look better and I could grow more as a critical thinker.

This is my social studies Inquiry into Interest project. This was the final project for our first unit in social studies. I worked on it very hardly and achieved a meeting. The topic was human psychology: childhood experience. I have always had an interest in psychology so I thought that this would be the perfect opportunity. We did research, and summarized it all into a Canva poster. I think this is really significant because it was my first research included project and it was one of the main projects that got me interested in psychology.

I chose this artifact because it included a lot of research, in fact it was a research based project. Research plays a very important role in our social studies class, so I thought it would be a good opportunity to show my progress on this skill.

I chose this project as an artifact because it is another project that was related to psychology. This shows my interest in the topic and my ability to connect WW1 with different topics.

An area of growth is my planning. I could have planned out my essay instead of just writing it off of my head for it to be more organized, this way the editing process can be easier. I did a good job with making good citations and explaining the topic, when I reread my essay I could understand the topic very well.

Core subject: Science

I will now share my progress in science…

Evidence of Organization:

Before:

After:

Before I changed my habits, my notebook was not an organized tool for my learning. All the different assignments were bunched up together, and it took me a long time to look for each one. But after I learned to organize and pair my notes with some drawings, they helped with my learning. I took notes the way I understood them, and it helped me understand the material a lot better.

Evidence of Active Learner habits

Evidence of Understanding of Key Concepts

I did well on this assignment because I listened to class and took notes, I also reviewed with my notes.

Evidence of Growth in Science Skills

Core subject: Math

I will now share my progress in math…

Strengths: My strength in math is that I am able to mostly complete work efficiently and challenge myself to harder options. I can keep up with the class, and provide good answers with good reasoning.

Areas of Growth: Although I work on some additional challenges, I could challenge myself to do more of the exceeding options.

This book is a part of our scientific notation unit, it compares big numbers with scientific notation. Then, it compares wasted materials to an easier to understand concept for children. For example, number of plastic bags wasted every year could be compared to the height of mount Everest.

At first, I couldn’t figure out what topic I wanted to do. But I overcame that challenge by using a bit of AI and doing some research to find the perfect topic.

This artifact shows how I made progress in my scientific notation skills, I was able to calculate the exact number using scientific notation. I was also able to grow on my researching skills, since my topic was pretty rare.

I chose this artifact because it was creative, and reflected on my progress in math. It was a very important project, and I learned a lot from the progress.

Semester 1 Specials

Special 1: Chinese

This is a presentation on traditional Chinese puppetry that I made with my partner for a project. I chose this artifact because it represents my current abilities in Chinese class and it reflects my writing skills.

Strengths:

• Strong writing skills
• Crafting a sentance
• Understanding characters

Weaknesses

• Writing characters
• Memorizing words
• Reading large paragraphs

This year in Chinese, I learned a lot about Chinese history and many creative writing skills. I made progress on my reading skills, improved in my sentence crafting skills, and learned how to identify difficult words and their meanings. This is because I have a really bad memory.

Special: Art

Reflection:
For this project, I demonstrated my skills as an Creative learner by coming up with the idea for the vines. I provided ideas for my teammates and contributed to the making of the project. When we thought our project was a little empty, I suggested that we added long ropes that went around our pot to add more texture. I thought that the flowers on the pot would look empty without the vines, since vines are specifically things that connect to roses. Even though I didn’t design the initial idea, I contributed to adding more texture to our project and making suggestions with how we could keep the clay pieces from falling apart.

I demonstrated my skills as an active learner by asking questions to my teammates when I was unsure of what to do, actively working on parts of the project to make it better at all times, and I was respectful to my teammates in this collaboration project. I worked on making the decorative flowers most the time, while my teammates worked on the coils and the main pot or the hand. I also made many vines, which occupied most of my time. During cleanup, I will try my best to get the table clean as soon as possible by cleaning the tools I used and wiping down the clay on the table with a wet cloth.

While working in a group setting, every team member of the group needs to keep in mind that everyone has to be a part of the project. Meaning that they have to contribute and add their own unique ideas to the project. They should be participating on the clay molding and shaping as well. They should also be expected to be respectful to each other, sharing all the tools and listening to everyones ideas even if they disagree. Everyone also needs to clean up after themselves, they cannot leave their mess even if class is over. Everyone should also be expected to try not to be too distracted, if the project is not completed on time they should be more focused. When another teammate is distracted, their team members should help them by reminding them that they are still in a group and that their behaviors affect the entire group.

Special: PE

• Think of a time when you solved a problem in PE or made a breakthrough in your understanding.

In basketball, I conquered my fear of basketballs hitting my nose by playing basketball and not getting hit in the nose.

• What feedback would you give to yourself about your performance in PE class? What aspect of your performance would you like to work on?

I would like to work on my active learning, because i am not a very active learner.

• Can you describe a time when you worked well with your peers in a team activity? What made that experience successful?

yes in badminton me and my teammate worked together to beat our opponent in doubles badminton.

• Have there been times where you have demonstrated leadership skills in PE class?

no

• Explain how you help your team achieve success when playing games in PE class.

i can

• What challenges did you face during PE classes? How did you overcome them?

• What new skills or techniques have you learned this semester? Which skills do you feel most confident about? What skill do you want to work on?

Special: Drama

This artifact matters because it is the script of our most recent drama play. Through this script, I demonstrate the Brechtian techniques of drama.

Me and 3 of my teammates are doing a performance, on pirates on a ship.

My strengths in drama are my creativity, and my weaknesses are my inability to hold in my laughter during very serious performances.

Passion Project

My passion project is cooking different dishes from all around the world, me and my partner Virginia are making many dishes from different cultures. We are making dishes from Spain, Brazil, Korea and China. This project will take place as a food stand, we will have samples of each dish displaying on our Ratatouille-themed food stand.

Goals:
My goal for this passion project is to start cooking for a hobby.

Challenges:

Finding time to work on it.

During the swimming unit, I had trouble keeping up due to missing a few swimming lessons. This lead to me not being able to participate that much in water polo.

I could participate more in the past units, and work on my collaboration skills.

During the badminton unit, I collaborated with my partner to achieve the best results by trying to hit the ball from two sides of the court.

no

During the basketball unit I always pass the ball to my teammates so they can score.

I had trouble participating in team based activities because I was afraid that I would miss and make us lose.

I’ve learned how to shoot a ball in basketball.

Math & Human impact book

This book is a part of our scientific notation unit, it compares big numbers with scientific notation. Then, it compares wasted materials to an easier to understand concept for children. For example, number of plastic bags wasted every year could be compared to the height of mount Everest.

Through this unit, I learned how to compare big numbers and make it easier to understand for children. I also learned a lot about how our Planet is being polluted.

At first, I couldn’t figure out what topic I wanted to do. But I overcame that challenge by using a bit of AI and doing some research to find the perfect topic.

This artifact shows how I made progress in my scientific notation skills, I was able to calculate the exact number using scientific notation. I was also able to grow on my researching skills, since my topic was pretty rare.

I chose this artifact because it was creative, and reflected on my progress in math. It was a very important project, and I learned a lot from the progress.

This artifact is the final project for our third unit, our WW1 unit.

The psychological impact of the war on soldiers and civilians (shell shock) 

What was PTSD before it was properly diagnosed in WW1? 

Although post-traumatic stress disorder was only widely recognized after WW1, its symptoms and impacts have been evident throughout history. Post-traumatic stress disorder is a psychiatric disorder that may occur in people who have experienced or witnessed a traumatic event. People with PTSD have intense, disturbing thoughts and feelings related to their experience that lasts long after the traumatic event has ended. Post-traumatic stress disorder is considered to be one of the most common and well-known after-effects of WW1. Both in the military and civilians. Before it was properly diagnosed as a mental disorder, there were signs of PTSD well before WW1. Exposure to traumatic experiences has always been a part of the human condition. Even back in the days when humans lived in the wild. Attacks by saber tooth tigers or twenty-first century terrorists have led to similar psychological responses in survivors of such violence. For example, “Authors including Homer, William Shakespeare, and Charles Dickens wrote about traumatic experiences and the symptoms that followed such events way before World War one.” (Friedman) PTSD was discovered way before WW1. Although it was a natural condition humans experienced after a certain amount of trauma, It was just recognized after a large group of soldiers started experiencing the symptoms. 

What caused “shell shock” on civilians and soldiers during WW1? 

The significance of “Shell Shock” during World War one completely changed the perception of psychology. During WW1, any soldiers arriving at the casualty clearing stations who had been exposed to exploding shells appeared to be suffering from a remarkable state of shock caused by the blast force. Despite no visible wounds, the soldiers were unable to function. This was very strange, and the symptoms didn’t seem to make sense. “Psychological trauma experienced during the war had an unprecedented toll on veterans, many of whom suffered symptoms for the rest of their lives. These ranged from distressing memories that veterans found difficult to forget, to extreme episodes of catatonia and terror when reminded of their trauma.” (Butterworth) It appeared that some dark, invisible force had passed through the air and was inflicting damage to the soldier’s brains. The symptoms were untreatable at the time and the British army doctors were struggling to understand the symptoms. Charles S. Myers; an English physicist who worked as a psychologist was the one who convinced the British military to take this condition seen in soldiers seriously and developed approaches that still guide treatment today. The British army appointed Charles S. Myers to offer opinions on cases of shell shock, and Myers was criticized by those who believed that shell shock was simply cowardice or malingering. However, he managed to write the first paper on “shell shock” in 1915 and theorized that these symptoms stem from a physical injury. WW1 resulted in the validation of psychology as a science and removed it from the realm of philosophy, making it a credible scientific field. As well as the establishment of specialized hospitals and treatments for the affected soldiers.  

What was the after-effect of “shell shock” on soldiers? 

The psychological trauma experienced during WW1 had a long-lasting impact on soldiers and civilians. After World War One, countless soldiers returned home bearing the silent wounds of the war. The psychological toll that stuck to them for the rest of their lives was destructive. Veterans of World War I experienced long-term mental health problems that went beyond the post-war period. A lot of them had trouble adjusting to civilian life again. They often struggled to maintain relationships, jobs, and mental stability. Many of the soldiers experienced intense flashbacks and nightmares that brought the horrific memories of the war back to life.  Because these symptoms were so extreme, soldiers would frequently fall into a cycle of avoidance where they would try their best to isolate themselves. During these cycles, they would avoid social interactions and activities that would even slightly remind them of their trauma. As a result, they often isolated themselves from society. “Reese Melvin Russell was another young man whose innocence was lost during the Great War. His daughter, Frances, writes that after the war, ‘my father could no longer relate to the world he left behind.’ He suffered from alcoholism and insomnia the rest of his life, and like George Doll; another soldier who also suffered from PTSD, had trouble keeping a job.”(Harris) Reese Melvin Russell was a soldier who fought in the Great War of WW1, as seen in the quote he could never heal from the trauma. It appeared that he would no longer relate to the world he left behind and as a result suffered from alcoholism and insomnia for the rest of his life. He lost his job because he didn’t have the mental capacity to have one. Just like the soldiers themselves, their families were also affected by the trauma of the war. Their emotional and psychological suffering was often felt mostly by kids and other close family members. Families were not prepared to offer required care to the soldiers, and due to a lack of knowledge regarding mental health issues there were strained relationships, cases of domestic violence and even generational trauma. 

I chose this project as an artifact because it is another project that was related to psychology. This shows my interest in the topic and my ability to connect WW1 with different topics.

An area of growth is my planning. I could have planned out my essay instead of just writing it off of my head for it to be more organized, this way the editing process can be easier. I did a good job with making good citations and explaining the topic, when I reread my essay I could understand the topic very well.

This is my social studies Inquiry into Interest project. This was the final project for our first unit in social studies. I worked on it very hardly and achieved a meeting. The topic was human psychology: childhood experience. I have always had an interest in psychology so I thought that this would be the perfect opportunity. We did research, and summarized it all into a Canva poster. I think this is really significant because it was my first research included project and it was one of the main projects that got me interested in psychology.

I chose this artifact because it included a lot of research, in fact it was a research based project. Research plays a very important role in our social studies class, so I thought it would be a good opportunity to show my progress on this skill.

Reflection:
For this project, I demonstrated my skills as an Creative learner by coming up with the idea for the vines. I provided ideas for my teammates and contributed to the making of the project. When we thought our project was a little empty, I suggested that we added long ropes that went around our pot to add more texture. I thought that the flowers on the pot would look empty without the vines, since vines are specifically things that connect to roses. Even though I didn’t design the initial idea, I contributed to adding more texture to our project and making suggestions with how we could keep the clay pieces from falling apart.

I demonstrated my skills as an active learner by asking questions to my teammates when I was unsure of what to do, actively working on parts of the project to make it better at all times, and I was respectful to my teammates in this collaboration project. I worked on making the decorative flowers most the time, while my teammates worked on the coils and the main pot or the hand. I also made many vines, which occupied most of my time. During cleanup, I will try my best to get the table clean as soon as possible by cleaning the tools I used and wiping down the clay on the table with a wet cloth.

While working in a group setting, every team member of the group needs to keep in mind that everyone has to be a part of the project. Meaning that they have to contribute and add their own unique ideas to the project. They should be participating on the clay molding and shaping as well. They should also be expected to be respectful to each other, sharing all the tools and listening to everyones ideas even if they disagree. Everyone also needs to clean up after themselves, they cannot leave their mess even if class is over. Everyone should also be expected to try not to be too distracted, if the project is not completed on time they should be more focused. When another teammate is distracted, their team members should help them by reminding them that they are still in a group and that their behaviors affect the entire group.

The image above is my mental health disorder project, it explained a mental disorder called the eating disorder.

1. This unit was about how social media can affect teen mental health. Social media can create negative comments on one’s body shape, provide false information/advice and project false images that can make a teenager whose brain has not yet fully developed very self conscious.
2. Mental health stigma exists because many popular and well know social media influencers create false views to influence perspectives, creating stigma. When an opinion is agreed with multiple times on social media, it often makes that opinion a common fact even if it’s false. To reduce stigma, teenagers should stick to living their own life. Instead of comparing themselves to others, they should feel happy with themselves.
3. I learned that social media can influence perspectives, especially teenager perspectives. I’ve learned about social stigma, a false negative view of a group of people that can be shared through social media. This causes teenagers to have bad perspectives and biases. Teenagers should acknowledge mental health conditions since it is most common in their age, they should know how to cope or ask for help if it ever happens.

From all the evidence gathered, the impact on teen social-emotional health and relationships can be both positive and negative. Addiction to the cell phone can cause social emotional health issues while it can also create vast opportunities to communicate with friends.

I think I will have a good time managing my cell phone usage time, and it would be a benefit for me. I would be able to connect with friends and family, while also maintaining good social emotional health. I think my teachers and parents would agree with this, since I don’t have a lot of free time to use my phone anyway.

I can turn on controlled screen time and spend more time outside with my friends. I will try to finish all my work before playing on my cell phone to avoid procrastinating.

This was something I found interesting in our research, I learned a lot from this graph as it helped me understand more further on why it was the teens who had cell phone control issues.

What math did you use for this project?

-Rates.

If you could re-do this project, what changes would you make during your timed trials to help your prediction for the final race?

-I would make the times more even and try to make everyone run at the same pace.

What units of measure did you use during your timed trials? How important were units in your process? What happened to groups that didn’t include units on their paper?

-Seconds and meters.

-Really important.

-They couldn’t calculate their rates.

Why have a digital portfolio at SAS?

Creating a portfolio, or blog is a great way to collect all the work you’ve done throughout your academic career. You can include academic, athletic, and personal artifacts or experiences that you want to share with a wider audience. This is a great way to organize all your learning in one place and you can take it with you when you leave SAS.  When you make your portfolio, you create posts that are categorized according to your subject. Some categories have already been set up for you, but if you need more categories you can add them as needed. It’s important that your posts have the following:

• An engaging title – this should not include the name of the subject since this is referenced in the category. Think of this as the first opportunity to engage and hook your reader!
• Body – this is where you share your learning. This should include a combination of text and media in the form of images, graphics, and embedded videos. You should always consider how your post looks to your audience. Is it engaging and organized? Do they want to keep reading?
• Category – select one that has been set for you or add a new category. Posts can have more than one category e.g. Humanities and Myself as a Learner
• Tags – create tags that can be used as keywords to describe your post. Tags help organize your post a little more! Aim to have 3-5 tags for each post. For example, if you are posting about a novel you wrote, you might want the following tags: #Fiction, #MurderMystery, #Theme, #PlotDiagram

Click on the images below to find a few helpful tips for creating your posts, adding media, and making categories: