Positive Personal and Cultural Identity

Artistic Explorations of Identity

Over time, a student develops a body of creative work exploring the theme of identity.

Profile Analysis

Creative Thinking

PROFILE SIX
I can develop a body of creative work over time in an area of interest or passion.

I can get ideas that are ground-breaking or disruptive, and can develop them to form a body of work over time that has an impact in my community or beyond. I challenge assumptions as a matter of course, and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively. I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas.

Creative 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 represent my learning and my goals and connect these to my previous experiences. I accept constructive feedback and use it to move forward.

Communicating

PROFILE SIX
I communicate, creating an intentional impact, in well-constructed forms that are effective in terms of my audience and purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

Positive Personal and Cultural Identity

PROFILE SIX
I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify ways in which my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Persistence

A student explains how he learned to be persistent and why that trait is important to him.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE FOUR
I have pride in who I am. I understand that I am a part of larger communities.

I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills.  I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community

Communicating

PROFILE FOUR
I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

Critical and Reflective Thinking

PROFILE FOUR
I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

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 represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

We Can Be Different

Students identified differences between them and their classmates and created self-portraits.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE TWO
I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

We Are All Related

Students represent their personal interests, abilities, and family relationships on a poster and then discuss what they included and why it was included.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE TWO
I am aware of different aspects of myself. I can identity people, places, and things that are important to me.

With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place).

Life Is What You Make It

After reading the story “A Boy in the Ditch”, students respond to the prompt, “Life is What You Make It.”

Profile Analysis

Positive Personal and Cultural Identity

PROFILE SIX
I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Identity Recipes

Students create “Identity Recipes” to represent who they are.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE THREE
I can describe different aspects of my identity.

I can identify my individual characteristics and explain what interests me. I can describe different groups that I belong to.

How Names Were Given

Students compiled the stories behind their names into a class book.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE ONE
I am aware of myself as different from others.

I know my name. I am aware of some of my family and/or caregiver relationships

Fulfilling Needs

Students identify their needs and how those needs are met.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE THREE
I can describe different aspects of my identity.

I can identify my individual characteristics and explain what interests me. I can describe different groups that I belong to.

Interview

A student reflects on the personal experiences that have changed his goals and aspirations.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE FIVE
I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.

I understand that my characteristics, qualities, strengths and challenges make me unique and are an important part of the communities I belong to (including people and places).  I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute to my home and/or communities.

Communicating

PROFILE FIVE
I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Communicating

PROFILE SIX
I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

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 represent my learning and my goals and connect these to my previous experiences. I accept constructive feedback and use it to move forward.

Personal Awareness and Responsibility

PROFILE FOUR
I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals. 

I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself.  I can make choices that benefit my well-being and keep me safe in the communities I belong to.

Personal Awareness and Responsibility

PROFILE FIVE
I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues; I can imagine and work toward change in myself and in the world. I can set priorities, implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

Artifacts of Who We Are

Students choose artifacts to represent key aspects of their identities.

Profile Analysis

Positive Personal and Cultural Identity

PROFILE FOUR
I have pride in who I am. I understand that I am a part of larger communities.

I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills.  I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community.

Pages

Subscribe to RSS - Positive Personal and Cultural Identity