Reflection Frame for Evidence: Our Story

Name: Ms. Yuen       

Division: 14

Heart Maps

The students were first introduced to maps through “Google Maps.” They created their own Heart Maps by putting what they loved more in bigger spaces in their heart. They were able to understand themselves at a deeper level and how they have diverse love for certain things in varying degrees.

Pen Pals
The scholars then were introduced to their big community and were given the task to introduce themselves to Kindergarten students in Cook Elementary School through hand written letter.  They chose to introduce themselves by writing their name, age, and their most loved activity at school. The realized that students in different communities also have relatable and different characteristics.

Where the Wind Blows

Division 14 then played a game where they shared what they loved. When the students have the same likings, they would connect with a string. By the end of the lesson, the students commented on how they created a “spider web.” The students were then able to see how each of us are unique, but still connected like a web.

What are you learning regarding your evidence? What have you noticed through your scanning and observation?  What is going on for your learners?

In connection with the Positive Personal Cultural Competency, the student chose “I can tell what is important to me” and “I can describe myself and my friends” as their most confident “I can…” statements for their learning. This helps me learn about their growth of understanding about themselves and their community. I see that they have become so much more excited and tolerable when working with friends. They are understanding how to accept their own unique attributes and appreciate others’ differences.

How is what you are learning now different from when you began in the fall?

I am also learning about the students at a deeper level. In the beginning of the year, we read “The Day the Crayons Quit” by Drew Daywait. They easily were able to differentiate outer attributes. However, now they can describe themselves in so many different ways.  I have a closer connection with them, and I can also relate to them as well.

What questions do you have moving forward?

How can I further deepen their learning about themselves and their community? How can they solve communication problems based on what they learned about themselves?

What are some next steps you are considering?

I am reading Adrienne Gear’s book about powerful understanding and inquiry. I would love to follow her lessons about community and learning about ourselves. This could help the students further understand themselves and their peers.