Student Self-Reflection: Ideas36 Presentation at "Sparking Today's Learner"
Students in the IDEAS36 group were asked to create and present an “IGNITE” session about their project on sharing student voice at Surrey School’s Sparking Today’s Learner dinner on February 22, 2017. Students worked collaboratively with each other and with District staff, both digitally and in person, to prepare. This process resulted in a presentation that was extremely well received by all in attendance.
February 25, 2016
Physics 11 Final Project: Rube Goldberg
Background: Rube Goldberg was a cartoonist (New York Post) that became famous for drawing very complicated machines that performed very simple tasks. A typical Rube Goldberg device could not perform a job as straightforward as turning on a faucet without the assistance of pulleys, fulcrums, mousetraps, cables, and gears. By the time the cartoonist retired, the term “Rube Goldbergian” had been enshrined in the language to describe anything characterized by excess complexity. Every time something in the Universe moves, heats, cools, or explodes, some form of energy is transferred from one piece of matter to another. Since there are many different forms of energy, there are also a large number of ways to transfer it. This is the principle of Physics behind the Rube-Goldberg contraptions. This project is designed to let you demonstrate your understandings of those transfers by creating some of your own.
Objective: To build a machine that uses a golf ball to a) pop a balloon b) ring a bell or c) turn on music
Rube Goldberg planning diagram.
Detailed diagram of our device with explanation of energy transformations and types of simple machines or devices that were used.
Artifact Source: Alyssa Becker, Surrey Schools
December 14, 2016
Escaping Fort McMurray’s Fire
Background On May 1, 2016, a wildfire began southwest of Fort McMurray, Alberta. On May 3, it swept through the community, destroying approximately 2,400 homes and buildings and forcing the largest wildfire evacuation in Albertan history. It continued to spread across northern Alberta and into Saskatchewan,[consuming forested areas and impacting Athabasca oil sands operations until mid-June when rain helped firefighters to hold the fire. It may become the costliest disaster in Canadian history. Your task…explain the impact of the fire on the community, create a survival plan to escape the fire, and analyze some of the complex issues of evacuating a massive number of residents. Before you can work on a rich task you first need to demonstrate a minimum proficiency level in your basic knowledge of math content. In this case, the content I am looking for is decimals, percentages and proportions. You will write an open-ended learning standards test and I will conference with you after to give you feedback and what you need to work on . Once ready, you will start the rich task (above) Learning Standards:
- I can engage in problem-solving experiences that are connected to place, story, and cultural practices that are relevant to the community
- I can demonstrate and use my understanding of mathematical operations (addition, subtraction, multiplication, division), decimals, percents, ratios, and area to solve problems
My Self-Assessment of Core Competencies
Artifact Source: Tinh Ngo, Surrey Schools
MEETING EXPECTATIONS - Overall great job on the assignment.
Your thought and calculation process were very well laid out. One improvement I would suggest is to make more clear assumptions about question 5. How many lanes were there? Is there a gap between each car? Overall great work on demonstrating knowledge of content.
In terms of communication, your feedback was very detailed. I like the fact that you related your childhood memories. I agree with you in that you need to slow down and talk to yourself about different steps in solving the problems.
You provide great insight on how a forest fire can impact so many different aspects of a community. What are some other things that you can do to help the victims of this tragedy?
Dance 9 - Final Portfolio Assessment
Each dancer’s journey is unique. Depending on your level and your individual strengths and challenges, progress and improvement will look different for everyone. While it is important not to compare yourself to others, it is essential to able to recognize the investment you have made to improving your skills and to identify your areas of growth accurately. Please read the following instructions carefully and complete your Dance Portfolio honestly.
- Each page is dedicated to one of the four curricular competencies of our dance curriculum. Complete Reflection Questions and Self-Assessments as instructed on each page. For the reflection questions, you are welcome to answer in the space provided OR you may choose one of the following formats: video response, audio response, or typed-document (Microsoft Word files ending in .doc or .docx).
- Collect all video/photo evidence from your own devices and/or the Class Google Drive Folder. Upload them to the appropriate FreshGrade Activity.Complete the Dance Work Habits / Professionalism Rubric. Upload a photo of the completed document to the appropriate Fresh Grade Activity.
- Complete the last page of the booklet and specify your proposed Final Letter Grade for the course. Upload a photo of the completed document to the appropriate Fresh Grade Activity.
- And That’s it! You are done! Congratulations on a successful dance season!
LETTER GRADE: A
Artifact Source: Menelaine Valencia, Surrey Schools
Student Self-Reflection: Our Story, Our Future - Voices from Indigenous Youth in Surrey
Communication, Collaboration, and Creativity on display. Students worked collaboratively with peers and industry experts to tell their story of life as an Aboriginal learner. Core Competencies:
- I can work with others to achieve a common goal; I can take on roles and responsibilities in a group.
- I understand that my identity is made up of many interconnected aspects (such as life experiences,
family history, heritage, peer groups).
- I can describe my attributes, characteristics, skills, and strengths.
Students then reflected on their experience, what it meant to them, what strengths it demonstrated in them, and next steps in their learning and development.
February 22, 2017
Student Self-Reflection: My presentation at "Sparking Today's Learner"
Students from across the Surrey School District were asked to create and present an “IGNITE” session at Surrey School’s Sparking Today’s Learner dinner on February 22, 2017. Students worked collaboratively with peers, teachers, and with District staff, both digitally and in person, to prepare a presentation about a significant learning experience.
One of Jae’s goals as a writer this year has been to develop his communication skills by sharing information about topics that are important to him. In this piece, Jae uses structures and elements of story to deepen his awareness of self, family, and community. We have been working on brainstorming important turning points in his life experiences.
By recounting these experiences as a student and as a budding entrepreneur, Jae is deepening his understanding of identity (and its interconnected nature) and increasing his confidence in communicating what is important to him. In this piece, Jae explored various structures of story using a variety of literary elements such as imagery, point-of-view, and tone. By plotting his story, Jae was able to engage his audience and explain how his evolving values affect the choices in his life. Bravo, Jae!
November 23, 2016
Mathematics 9 Teacher Assessment/Student Reflection
Learning Experiences: In Math 9, students have developed several competencies to help them become good mathematicians. This include the ability to
- i) apply proper mathematical procedures;
- ii) communicate and represent thinking using visual diagrams;
- iii) make connections amongst different math concepts; and
- iv) use reasoning skills to solve real-life problems.
This year, we have developed these skills by learning about rational numbers, exponents, polynomials, geometry, patterns, solving equations, and inequalities. Our students have also learned how to use self-assessment strategies to monitor and guide their own learning.
Artifact Source: Sharon Lau, Surrey Schools