The document provides a recap of the first four months at Ridgeview Elementary School. It discusses structural changes to the school including a new multi-purpose room and environmentally friendly water fountains. It also highlights the school's focus on developing students' skills and qualities like being thinkers, collaborators, principled learners, explorers, performers, and balanced, global citizens through various academic and extracurricular activities.
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro to raise money for BC Children's Hospital. It provides background on Summits of Hope, an organization that fundraises for the hospital. It describes Mr. Cantlie's goals for the climb and ways for students to support or follow his journey up Africa's highest peak.
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro in support of BC Children's Hospital. Summits of Hope is a nonprofit partner of the hospital that raises funds through climbing and other events. Mr. Cantlie will climb for 10 days to reach an altitude of 19,340 feet. Students can donate $40 to have a message released from flags at the summit or participate in fundraising activities at their school. The goals of the climb are to raise $5,000 for the hospital and inspire students to explore the world while helping others through their actions.
The 3-day workshop helped participants gain clarity and insight into themselves. It enabled them to introspect, correct behaviors and thoughts, and see reality more clearly. Participants felt the workshop had a significant impact on their minds, behaviors, and how they view life. It gave them guidance on daily living and a feeling that they can face reality confidently. Many experienced a positive change in their mind, body, and soul as a result of attending the workshop.
Insight Meditation Center of Pioneer Valley - Winter/Spring 2011 Brochureinsightpv
The Insight Meditation Center of Pioneer Valley offers various meditation classes, sittings, retreats and events to help people develop mindfulness, compassion, and wisdom. Weekly open sittings are held on Mondays and Wednesdays. Classes include foundations of mindfulness, homes of the heart, and awakening joy. Retreats such as separation and loss and being with what is provide opportunities for intensive practice. The Center welcomes all regardless of background and asks for donations to support teachers and operations.
This document summarizes an individual's experience joining LifeBushido and working on their first collaborative project. Some key points:
1) The individual was drawn to LifeBushido because it allowed them to merge their creative and business skills, unlike traditional jobs.
2) They joined a team triangle to improve their chances of being hired and were accepted after initially being two days late.
3) As part of the team, they began collaborating on a creative project idea, building their team's wiki page, and taking on various assignments outside their comfort zone.
4) By going through different tasks, they gained a better understanding of their strengths and what they enjoy doing.
The document discusses interviews conducted with three individuals - a 58-year-old mother, a 26-year-old startup founder, and a 64-year-old mother and part-time project manager - about their daily walking habits, finding that they each walk for both physical and mental health benefits and that social walking helps combat isolation, especially for those working from home.
The student teacher poses thoughtful questions to her mentor teacher after observing his lessons. Though the questions catch him off guard at times, he sees them as opportunities to reflect more deeply on his teaching practices. In this instance, the student teacher asks why he chooses group work over individual assignments in a given lesson, prompting a rambling response from the mentor teacher. Rather than apologize, he views it as a chance to consider how different class dynamics and student abilities influence that decision. Their discussions help him continue learning and improving after many years of experience.
The thriller appealed to an audience aged 16-46 who enjoyed psychological thrillers. Mise-en-scene and props in the opening scene, including dark lighting, glowing lights on a table, and scattered photos, helped set a creepy tone and attract the audience. The storyline, featuring a murder at the beginning leading to investigation, also appealed to the target audience. Both male and female audiences were attracted due to the female murderer character. Feedback after a rough cut screening noted that added sound effects built suspense and matched the genre, further attracting the audience."
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro to raise money for BC Children's Hospital. It provides background on Summits of Hope, an organization that fundraises for the hospital. It describes Mr. Cantlie's goals for the climb and ways for students to support or follow his journey up Africa's highest peak.
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro in support of BC Children's Hospital. Summits of Hope is a nonprofit partner of the hospital that raises funds through climbing and other events. Mr. Cantlie will climb for 10 days to reach an altitude of 19,340 feet. Students can donate $40 to have a message released from flags at the summit or participate in fundraising activities at their school. The goals of the climb are to raise $5,000 for the hospital and inspire students to explore the world while helping others through their actions.
The 3-day workshop helped participants gain clarity and insight into themselves. It enabled them to introspect, correct behaviors and thoughts, and see reality more clearly. Participants felt the workshop had a significant impact on their minds, behaviors, and how they view life. It gave them guidance on daily living and a feeling that they can face reality confidently. Many experienced a positive change in their mind, body, and soul as a result of attending the workshop.
Insight Meditation Center of Pioneer Valley - Winter/Spring 2011 Brochureinsightpv
The Insight Meditation Center of Pioneer Valley offers various meditation classes, sittings, retreats and events to help people develop mindfulness, compassion, and wisdom. Weekly open sittings are held on Mondays and Wednesdays. Classes include foundations of mindfulness, homes of the heart, and awakening joy. Retreats such as separation and loss and being with what is provide opportunities for intensive practice. The Center welcomes all regardless of background and asks for donations to support teachers and operations.
This document summarizes an individual's experience joining LifeBushido and working on their first collaborative project. Some key points:
1) The individual was drawn to LifeBushido because it allowed them to merge their creative and business skills, unlike traditional jobs.
2) They joined a team triangle to improve their chances of being hired and were accepted after initially being two days late.
3) As part of the team, they began collaborating on a creative project idea, building their team's wiki page, and taking on various assignments outside their comfort zone.
4) By going through different tasks, they gained a better understanding of their strengths and what they enjoy doing.
The document discusses interviews conducted with three individuals - a 58-year-old mother, a 26-year-old startup founder, and a 64-year-old mother and part-time project manager - about their daily walking habits, finding that they each walk for both physical and mental health benefits and that social walking helps combat isolation, especially for those working from home.
The student teacher poses thoughtful questions to her mentor teacher after observing his lessons. Though the questions catch him off guard at times, he sees them as opportunities to reflect more deeply on his teaching practices. In this instance, the student teacher asks why he chooses group work over individual assignments in a given lesson, prompting a rambling response from the mentor teacher. Rather than apologize, he views it as a chance to consider how different class dynamics and student abilities influence that decision. Their discussions help him continue learning and improving after many years of experience.
The thriller appealed to an audience aged 16-46 who enjoyed psychological thrillers. Mise-en-scene and props in the opening scene, including dark lighting, glowing lights on a table, and scattered photos, helped set a creepy tone and attract the audience. The storyline, featuring a murder at the beginning leading to investigation, also appealed to the target audience. Both male and female audiences were attracted due to the female murderer character. Feedback after a rough cut screening noted that added sound effects built suspense and matched the genre, further attracting the audience."
Remembering our Families on Remembrance Day craigcantlie
The document lists the names and service details of over 40 individuals who sacrificed for their countries in various military conflicts, primarily World Wars I and II. It honors soldiers, sailors, airmen and others from Canada, Britain, the Netherlands and the United States across all branches of the armed forces who fought against tyranny and oppression. Their service and sacrifice will be remembered.
The document lists the names and service details of over 40 individuals who sacrificed for their countries in various military conflicts, primarily World Wars I and II. It honors soldiers, sailors, airmen and others from Canada, Britain, the Netherlands and the United States who served in armies, navies and air forces across both world wars and other conflicts such as the Korean War and operations in Bosnia, Somalia and Afghanistan. Each entry expresses gratitude for their sacrifice and commitment to remember them.
This document welcomes students back for the 2015-2016 school year at Caulfeild Elementary School. It introduces the school staff and lists their names. It then summarizes the school's successes in the previous year's writing, math and standardized test assessments, noting high percentages of students meeting or exceeding expectations. It outlines the school's action plan for the upcoming year, which will emphasize cross-grade connections and inquiry-based learning to build community. The document lists the school's core competencies and various extracurricular activities available to students. It provides information about upcoming school events and how to stay updated on school news and announcements.
Wharton presents Old New York society as a cruel world governed by strict social codes and appearances. The novel's characters attend an opera performance, which serves as a symbolic microcosm of their society - a place where people gather solely to see and judge one another. The narrator critiques this privileged class for their hypocrisy, as all are obsessed with wealth, status and following the arbitrary rules, limiting individual freedom. Men hold power and influence over women, who are defined solely by their beauty, dress and role as objects to be watched and evaluated.
This document outlines expectations for students at Caulfeild School, including being safe by following recess and hallway rules, being respectful by using manners and listening to adults and peers, being responsible by being prepared for class, on time, and finishing work, being a friend by including others and checking on peers, and being proud by sharing talents and accomplishments and having fun while upholding high expectations as a Caulfeild student.
This document provides information for Caulfeild Curriculum Night in October 2014. It introduces the different educational teams at the school and emphasizes teaching the whole child through academics, athletics, and fine arts. It outlines the school's code of conduct and expectations for students and discusses homework, recess, and lunch procedures. The rest of the agenda is about meeting with your child's teacher and learning about classroom and curriculum expectations for the upcoming year. It concludes by discussing the school's mission and vision around inquiry-based learning and developing skills like collaboration and critical thinking in students.
Joseph Cornell was an American artist born in 1903 in Nyack, New York. He was a pioneer of assemblage art, making boxed assemblages from found objects that were often interactive. Cornell was self-taught and influenced by surrealists, transcendentalists, Hollywood starlets, and French symbolists in his experimental films and assemblage works featuring cutouts from magazines.
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro to raise funds for BC Children's Hospital. It provides background on Summits of Hope, an organization that raises money for the hospital through climbing expeditions. It outlines Mr. Cantlie's goals for the climb, fundraising efforts, and ways for students to follow and support his journey up Kilimanjaro.
The document discusses the author's creative abilities and how taking a class has helped them develop and apply those abilities. The author lists their key creative abilities as imagination, paradox, perspective, ingenuity, flow, and abstract thinking. Through assignments in the class, guest speakers, and exercises, the author has gained a better understanding of their creative skills and approaches problems in a more open and analytical way. They feel the class has started contributing to their creative growth.
The document outlines the philosophy and mission of Cardiff North Primary School (CNPS) in 3 sentences. It states that CNPS aims to guide student development through recognizable stages towards understanding and responsibility. It believes children should have equitable opportunities and be responsible for their actions. The mission is for teachers to help students reach their full potential through flexibility, respect, and responsibility.
This document provides an overview of the 7 Habits program for leadership development in schools. It discusses that the program is based on the work of Stephen and Sean Covey and focuses on teaching students leadership skills and character education through 7 habits. It then defines each of the 7 habits and shows examples of how the habits are implemented in classrooms, with student recognition programs, banners, displays and bringing the lessons home. It concludes by crediting the sources that inspired the program.
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
The document is a questionnaire evaluating student performance through group projects completed by three students at Sultan Qaboos University. The questionnaire contains questions in five categories: Interaction, Reflective Thinking, Peer Support, and Interpretation. Students' responses are indicated as Agree, Neutral, or Disagree. Their total score on the 20 question evaluation is reported as 11 out of 20.
Greg identifies as a creative person who manifests innovative solutions in his roles as a father, husband, educator, and student. He analyzes himself based on the 10 faces of innovation: anthropologist, experimenter, cross-pollinator, hurdler, collaborator, director, experience architect, set designer, caregiver, and storyteller. For each role, he describes how it relates to him, noting skills he excels at and areas he could improve, such as becoming better at listening, developing interactions, and telling stories. Overall, Greg sees potential to create new experiences and organizations that exceed expectations by embracing divergent thinking, experimenting with solutions, and pursuing innovative approaches.
A balanced person understands they must mix learning, relaxation, and self-confidence to become well-rounded students. The document then outlines key attributes of caring individuals, communicators, inquirers, open-minded people, principled individuals, reflective thinkers, risk-takers, thinkers, and knowledgeable people. It states that caring people are kind and considerate, communicators share ideas, inquirers have natural curiosity, open-minded people listen to others, principled people act with honesty and fairness, reflective people improve by looking back, risk-takers face challenges bravely, thinkers make good decisions, and knowledgeable people explore ideas broadly.
Make a play change the world framework revised 2014Lynn Johnson
My mission is to ignite a compassion revolution by putting girls center stage. Making, practicing, and performing theater makes this happen. Here is my methodology for making theater that can change the world.
Ib learner profile fab friday presentation aug 2012irfansatria
This document discusses the learner profile of the IB program. It describes the 10 attributes in 3 sentences or less each: communicators share their ideas in many ways and different languages, working well with others; risk-takers try new things and solve problems creatively while standing up for their beliefs; thinkers solve problems and make decisions thoughtfully considering others' feelings. It also describes caring, knowledgeable, open-minded, reflective, principled, balanced, and inquisitive attributes.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
This document discusses critical thinking and its application in education. It defines critical thinking as carefully questioning claims and seeking evidence to determine what to believe, as pioneered by Socrates. Critical thinking involves solving problems, making decisions, and evaluating information to achieve goals. The document outlines advantages like deeper learning and disadvantages like unwarranted assumptions. It argues promoting critical thinking in language classrooms improves higher-order skills, though this approach is not fully integrated in Indonesian education due to cultural constraints.
The document outlines the attributes of an inquirer, knowledgeable person, thinker, communicator, principled individual, open-minded person, caring person, risk-taker, balanced person, and reflective person. It states that an inquirer can ask questions and learn on their own, a knowledgeable person can expand their understanding, and a thinker can solve problems creatively. It also notes that a communicator can share ideas in different ways, a principled person acts with honesty and responsibility, and an open-minded person respects differences in others.
This document describes the process of facilitation used by the LivingValues movement. It involves:
1) Creating an open and trusting environment using tools like videos, stories, and activities to provide insights and motivate creative thinking.
2) Engaging participants in debrief sessions with open-ended questions to discuss lessons and connections to daily life.
3) Having flexible sessions with no set conclusions, allowing participants to draw their own understandings.
Remembering our Families on Remembrance Day craigcantlie
The document lists the names and service details of over 40 individuals who sacrificed for their countries in various military conflicts, primarily World Wars I and II. It honors soldiers, sailors, airmen and others from Canada, Britain, the Netherlands and the United States across all branches of the armed forces who fought against tyranny and oppression. Their service and sacrifice will be remembered.
The document lists the names and service details of over 40 individuals who sacrificed for their countries in various military conflicts, primarily World Wars I and II. It honors soldiers, sailors, airmen and others from Canada, Britain, the Netherlands and the United States who served in armies, navies and air forces across both world wars and other conflicts such as the Korean War and operations in Bosnia, Somalia and Afghanistan. Each entry expresses gratitude for their sacrifice and commitment to remember them.
This document welcomes students back for the 2015-2016 school year at Caulfeild Elementary School. It introduces the school staff and lists their names. It then summarizes the school's successes in the previous year's writing, math and standardized test assessments, noting high percentages of students meeting or exceeding expectations. It outlines the school's action plan for the upcoming year, which will emphasize cross-grade connections and inquiry-based learning to build community. The document lists the school's core competencies and various extracurricular activities available to students. It provides information about upcoming school events and how to stay updated on school news and announcements.
Wharton presents Old New York society as a cruel world governed by strict social codes and appearances. The novel's characters attend an opera performance, which serves as a symbolic microcosm of their society - a place where people gather solely to see and judge one another. The narrator critiques this privileged class for their hypocrisy, as all are obsessed with wealth, status and following the arbitrary rules, limiting individual freedom. Men hold power and influence over women, who are defined solely by their beauty, dress and role as objects to be watched and evaluated.
This document outlines expectations for students at Caulfeild School, including being safe by following recess and hallway rules, being respectful by using manners and listening to adults and peers, being responsible by being prepared for class, on time, and finishing work, being a friend by including others and checking on peers, and being proud by sharing talents and accomplishments and having fun while upholding high expectations as a Caulfeild student.
This document provides information for Caulfeild Curriculum Night in October 2014. It introduces the different educational teams at the school and emphasizes teaching the whole child through academics, athletics, and fine arts. It outlines the school's code of conduct and expectations for students and discusses homework, recess, and lunch procedures. The rest of the agenda is about meeting with your child's teacher and learning about classroom and curriculum expectations for the upcoming year. It concludes by discussing the school's mission and vision around inquiry-based learning and developing skills like collaboration and critical thinking in students.
Joseph Cornell was an American artist born in 1903 in Nyack, New York. He was a pioneer of assemblage art, making boxed assemblages from found objects that were often interactive. Cornell was self-taught and influenced by surrealists, transcendentalists, Hollywood starlets, and French symbolists in his experimental films and assemblage works featuring cutouts from magazines.
This document summarizes Mr. Cantlie's upcoming climb of Mt. Kilimanjaro to raise funds for BC Children's Hospital. It provides background on Summits of Hope, an organization that raises money for the hospital through climbing expeditions. It outlines Mr. Cantlie's goals for the climb, fundraising efforts, and ways for students to follow and support his journey up Kilimanjaro.
The document discusses the author's creative abilities and how taking a class has helped them develop and apply those abilities. The author lists their key creative abilities as imagination, paradox, perspective, ingenuity, flow, and abstract thinking. Through assignments in the class, guest speakers, and exercises, the author has gained a better understanding of their creative skills and approaches problems in a more open and analytical way. They feel the class has started contributing to their creative growth.
The document outlines the philosophy and mission of Cardiff North Primary School (CNPS) in 3 sentences. It states that CNPS aims to guide student development through recognizable stages towards understanding and responsibility. It believes children should have equitable opportunities and be responsible for their actions. The mission is for teachers to help students reach their full potential through flexibility, respect, and responsibility.
This document provides an overview of the 7 Habits program for leadership development in schools. It discusses that the program is based on the work of Stephen and Sean Covey and focuses on teaching students leadership skills and character education through 7 habits. It then defines each of the 7 habits and shows examples of how the habits are implemented in classrooms, with student recognition programs, banners, displays and bringing the lessons home. It concludes by crediting the sources that inspired the program.
The document describes the vision, motto, and learning approach of Hingaia Peninsula School. The school aims to create "inspired learners collaboratively creating sustainable futures" through an approach called "Tikaranga" which emphasizes weaving together knowledge on the right path. Learning is organized into studios designed for collaboration, with an emphasis on personalized, creative, collaborative, and agile learning influenced by thinkers like Sir Ken Robinson, Ewan Macintosh, and Prof Stephen Heppell. Physical and digital learning spaces are customized to support different styles, along with furniture that encourages flexibility and movement.
The document is a questionnaire evaluating student performance through group projects completed by three students at Sultan Qaboos University. The questionnaire contains questions in five categories: Interaction, Reflective Thinking, Peer Support, and Interpretation. Students' responses are indicated as Agree, Neutral, or Disagree. Their total score on the 20 question evaluation is reported as 11 out of 20.
Greg identifies as a creative person who manifests innovative solutions in his roles as a father, husband, educator, and student. He analyzes himself based on the 10 faces of innovation: anthropologist, experimenter, cross-pollinator, hurdler, collaborator, director, experience architect, set designer, caregiver, and storyteller. For each role, he describes how it relates to him, noting skills he excels at and areas he could improve, such as becoming better at listening, developing interactions, and telling stories. Overall, Greg sees potential to create new experiences and organizations that exceed expectations by embracing divergent thinking, experimenting with solutions, and pursuing innovative approaches.
A balanced person understands they must mix learning, relaxation, and self-confidence to become well-rounded students. The document then outlines key attributes of caring individuals, communicators, inquirers, open-minded people, principled individuals, reflective thinkers, risk-takers, thinkers, and knowledgeable people. It states that caring people are kind and considerate, communicators share ideas, inquirers have natural curiosity, open-minded people listen to others, principled people act with honesty and fairness, reflective people improve by looking back, risk-takers face challenges bravely, thinkers make good decisions, and knowledgeable people explore ideas broadly.
Make a play change the world framework revised 2014Lynn Johnson
My mission is to ignite a compassion revolution by putting girls center stage. Making, practicing, and performing theater makes this happen. Here is my methodology for making theater that can change the world.
Ib learner profile fab friday presentation aug 2012irfansatria
This document discusses the learner profile of the IB program. It describes the 10 attributes in 3 sentences or less each: communicators share their ideas in many ways and different languages, working well with others; risk-takers try new things and solve problems creatively while standing up for their beliefs; thinkers solve problems and make decisions thoughtfully considering others' feelings. It also describes caring, knowledgeable, open-minded, reflective, principled, balanced, and inquisitive attributes.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
This document discusses critical thinking and its application in education. It defines critical thinking as carefully questioning claims and seeking evidence to determine what to believe, as pioneered by Socrates. Critical thinking involves solving problems, making decisions, and evaluating information to achieve goals. The document outlines advantages like deeper learning and disadvantages like unwarranted assumptions. It argues promoting critical thinking in language classrooms improves higher-order skills, though this approach is not fully integrated in Indonesian education due to cultural constraints.
The document outlines the attributes of an inquirer, knowledgeable person, thinker, communicator, principled individual, open-minded person, caring person, risk-taker, balanced person, and reflective person. It states that an inquirer can ask questions and learn on their own, a knowledgeable person can expand their understanding, and a thinker can solve problems creatively. It also notes that a communicator can share ideas in different ways, a principled person acts with honesty and responsibility, and an open-minded person respects differences in others.
This document describes the process of facilitation used by the LivingValues movement. It involves:
1) Creating an open and trusting environment using tools like videos, stories, and activities to provide insights and motivate creative thinking.
2) Engaging participants in debrief sessions with open-ended questions to discuss lessons and connections to daily life.
3) Having flexible sessions with no set conclusions, allowing participants to draw their own understandings.
This document discusses assessment for 21st century learning. It defines assessment and explores different aspects of 21st century learning, including types of learning (understandings, skills, dispositions, and content knowledge), examples of 21st century skills, and potential shifts needed in assessment. The document examines how to best assess understandings, skills, dispositions, and content knowledge. It provides rubrics to assess middle school students' development of complex problem solving skills and dispositions.
This presentation discusses strategies for helping students believe they can learn. It emphasizes teaching the whole child using TEACH principles like engaging students in meaningful learning. Presenters believe in assessing students often and supporting them to become independent thinkers. The agenda includes reflecting on best and challenging classroom days, how to get good through diligence and creativity, and reinforcing student effort. Strategies presented are getting to know students, building background, and using the poem "Believe I Can Learn" to convey a message of caring. Resources for further information on reinforcement strategies are also provided.
This document contains Raymond Foster's biography and reflections on his favorite assignments from a biology course. It discusses how he enjoyed learning about metacognition and using different words in discussions. Raymond also highlights journal entries that helped him better understand time management and arguing different perspectives. He indicates the course taught him to use his inner voices to make decisions and study more efficiently to improve his preferred learning style.
Welcome to Kindergarten at IST. Our philosophy is that learning starts with what children can do rather than what they cannot do. The school aims to meet the unique needs of each student through differentiated activities and opportunities for self-directed learning. Key areas of learning include reading, writing, mathematics, and units of inquiry. Daily routines and parent involvement are also discussed to support students' learning at home and school.
This document discusses Action Stations, an educational program that uses action research to empower student learning. It provides children with a common place to play, learn, and discuss the learning process. Students can make their own choices at various stations focused on developing skills like language, math, motor skills, and more. Teachers reflect on student progress and tailor the stations based on individual needs. Both teachers and parents report that Action Stations engages students and leads to personalized, purposeful learning and development of independence.
19. Collaborator Principled
Thinker
I am confident in sharing, listening
and developing ideas with others.
I aspire to make good decisions at all times.
I am able to respectfully consider various points of view.
I am respectful and cooperative
when working with a group. I am respectful to my classmates and
I am a creative thinker who understands there are
the school community.
different ways to approach complex problems.
I encourage those around me.
I take responsibility for my actions.
I am able to reflect on my strengths and identify
where I can improve. I enjoy being involved in discussions around the
I am honest and enjoy setting a good example for others.
building of new ideas.
Explorer Performer Balanced
Global Citizen
I respect and value diversity.
I am a confident learner who enjoys new experiences.
I strive to understand the world around me and beyond.
My curiosity inspires me to delve deeper into my I consistently present my ideas with confidence.
I am mindful to prioritize my responsibilities.
learning and become more knowledgable. My actions enhance the quality of life of others.
I am able to creatively express myself in a
I understand the importance of both working hard and
I take initiative with my learning variety of forms.
having fun. I treat our natural environment with respect.
by searching out my own answers.
I make efforts to engage my audience.
I maintain a healthy lifestyle.
Thursday, 10 January, 13
20. How did we learn to be...
Balanced
I am mindful to prioritize my responsibilities.
I understand the importance of both working hard and
having fun.
I maintain a healthy lifestyle.
Thursday, 10 January, 13
21. Cross Country
Terry Fox Run
Halloween Skate and Assembly
Basketball
Grade 7 Grouse Grind Adventure
Thursday, 10 January, 13
22. How did we learn to be
Authentic Learning
Experiences (Bear
Society speaker, Fort
Langley, Lighthouse
Park)
Hands on learning
Thinker
Clubs: lego-robotics I am able to respectfully consider various points of view.
and chess club I am a creative thinker who understands there are
different ways to approach complex problems.
I am able to reflect on my strengths and identify
where I can improve.
In-class debates
Thursday, 10 January, 13
23. How did we learn to be...
Collaborator
I am confident in sharing, listening
and developing ideas with others.
I am respectful and cooperative
when working with a group.
I encourage those around me.
I enjoy being involved in discussions around the
building of new ideas.
Thursday, 10 January, 13
24. Bingo Night
Halloween Skate
Christmas Crackers
Remembrance Day
Inquiry Units and group work
Assembly Committee
Thursday, 10 January, 13
25. How did we learn to be
working with our
Principled buddies
Stand by Me
following the school
expectations
I aspire to make good decisions at all times.
I am respectful to my classmates and
completing your
the school community.
I take responsibility for my actions.
assignments to the
I am honest and enjoy setting a good example for others. best of your abilities
treating each other
with respect
Thursday, 10 January, 13
26. How did we learn to be...
Explorer
I am a confident learner who enjoys new experiences.
My curiosity inspires me to delve deeper into my
learning and become more knowledgable.
I take initiative with my learning
by searching out my own answers.
Thursday, 10 January, 13
27. Trying a new form of inquiry learning
with a positive attitude
Using the Learning Profile language
Asking questions around Mt. Kilimanjaro
Joining new activities in and out of school
Thursday, 10 January, 13
28. How did we learn to be
Me to We
Summits of Hope
Terry Fox
Greenstars Global Citizen
Mandarin Parent I respect and value diversity.
I strive to understand the world around me and beyond.
Support Group My actions enhance the quality of life of others.
I treat our natural environment with respect.
Grounds Clean-up
Thursday, 10 January, 13
29. How did we learn to be
Band
Performer
Choir
Carousel Theatre
Jamie Oliviero
Readers Theatre
I consistently present my ideas with confidence.
Series45
I am able to creatively express myself in a
variety of forms.
I make efforts to engage my audience.
Speaking at an
assembly or in front
of the class
Thursday, 10 January, 13
30. That’s the Term!
We look forward to even more
wonderful learning experiences in 2013!
Thursday, 10 January, 13
31. And in 2013...
A Ridgeview
Student is the
Mathletics
Ambassador
for
BC and Canada
TOKTAM
- writing blog posts about learning with Mathletics
- talking with media
- going to Calgary to meet the other ambassadors as
part of the World Education Games 2013
- representing Ridgeview Dragons proudly
Thursday, 10 January, 13