Collaborating

A Compromise

When two children’s ideas about an imaginative story diverge, one of the children finds a compromise. 

Profile Analysis

Collaborating

PROFILE TWO
In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

Social Awareness and Responsibility

PROFILE TWO
In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group and invite others to join. I can identify when something is unfair to me or others

Junior Fire Crew

First Nations students reflect on the collaborative aspects of working on a fire crew.

Profile Analysis

Collaborating

PROFILE SIX
I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

Social Awareness and Responsibility

PROFILE FOUR
I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place, and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer.

Organizing an Orange Shirt Day

A student, inspired by a novel about a girl’s residential school experience, gathers further information and, four years later, organizes an Orange Shirt Day at her school.

Profile Analysis

Collaborating

PROFILE SIX
I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

Critical and Reflective Thinking

PROFILE SIX
I can examine evidence from various perspectives to analyze and make well-supported judgments and interpretations about complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work and goals.

Social Awareness and Responsibility

PROFILE SIX
I can initiate positive, sustainable change for others and the environment

I build and sustain positive relationships with diverse people, including people from different generations.  I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my community and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I take action to support diversity and defend human rights, and can identify how diversity is beneficial for my communities.

Hold High the Torch

After meeting veterans at a Remembrance Day event, a student forms a group dedicated to intergenerational connections between students and veterans.

Profile Analysis

Collaborating

PROFILE SIX
I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

Critical and Reflective Thinking

PROFILE FIVE
I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that
I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust.  I am able to represent my learning and my goals, and connect these to my previous experiences. I accept constructive feedback and use it to move forward. 

Social Awareness and Responsibility

PROFILE FIVE
I can advocate and take action for my communities and the natural world; I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in my communities and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

Exploring Factors that Effect Motion

Students collaboratively create ramps to explore the forces that effect motion.

Profile Analysis

Collaborating

PROFILE THREE
I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

 

Communicating

PROFILE THREE
I communicate purposefully using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather and present basic information I need.

Critical and Reflective Thinking

PROFILE THREE
I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing.  I can establish goals individually and with others. I can connect my learning to my experiences and efforts and goals. I give and receive constructive feedback.

You Mud?

Two children sit together and observe each other as they spread mud on an outdoor table.

Profile Analysis

Social Awareness and Responsibility

PROFILE ONE
I can be aware of others and my surroundings

I like to be with my family and friends; I can help and be kind.  I can tell when someone is sad or angry and try to make them feel better.   I am aware that other people can be different from me.

Collaborating

PROFILE ONE
In familiar situations, I can participate with others.

Addressing Climate Change Through a WE Wellbeing project

Students design community service projects related to climate change as part of a WE Wellbeing project.

Profile Analysis

Collaborating

PROFILE FIVE
I can facilitate group processes and encourage collective responsibility for our progress.

I play a role in collectively monitoring the progress of the group and adjust my contributions as needed. I recognize the interdependence of our roles and draw on these to move us forward. I ask thought-provoking questions, integrate new information and various perspectives from others, and think critically about whose voices are missing. I can disagree respectfully, anticipate potential conflicts and help manage them when they arise. I give, receive, and act on constructive feedback in support of our goals, and can evaluate and revise plans with other group members.

Personal Awareness and Responsibility

PROFILE THREE
I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.

I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work towards a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustment; I accept feedback.  I make decisions about my activities and take some responsibility for my physical and emotional well-being.

Social Awareness and Responsibility

PROFILE FOUR
I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I demonstrate respectful and inclusive behaviour in a variety of settings; I recognize that everyone has something to offer.

Handprint Turkeys

A student teaches her classmates now to make handprint turkeys.

Profile Analysis

Communicating

PROFILE TWO
In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

 

Collaborating

PROFILE THREE
I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

Save Fred: Collaborative Problem-solving

Students work in groups on a problem-solving challenge called “Save Fred”.

Profile Analysis

Collaborating

PROFILE THREE
I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

 

Critical and Reflective Thinking

PROFILE THREE
I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing.  I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

 

Handprint Turkeys

A student teaches her classmates now to make handprint turkeys.

Profile Analysis

Communicating

PROFILE TWO
In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

 

Collaborating

PROFILE THREE
I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

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