Waleed Hakeem reflects on the mid-term of his Social Studies 10 class. He analyzes which prescribed learning outcomes (PLOs) he has mastered and which need improvement based on assignments. He feels confident in PLOs A2, A3 and C1 due to research projects and presentations demonstrating his skills. However, he needs to work on PLOs B1, B3 and C4 which relate to daily life, immigration, and government systems that received less classroom focus. To improve his understanding, Waleed plans to do independent research, ask his teacher questions, and take detailed notes in class.

1. Mid-term Reflection
Waleed Hakeem
Social Studies 10

2. Looking Back at
Confederation…
 Social Studies 10 consists of many learning outcomes.
The first half of social studies mainly involved the study
of Confederation, as well as Empire discussions and
Reflective blog posts.
 How do I know if I have passed social studies? Well, the
prescribed learning outcomes of the course can let me
know which concepts I have grasped nicely, and which
concepts I am losing grasp of.

3. The Prescribed Learning
Outcomes (PLO’s)
YAY
 The three learning outcomes that
I feel I have thoroughly
researched and demonstrated are
PLO A2, A3, and C1
NAY
 The three learning outcomes that
I feel I need to work on are PLO
B1, B3, and C4
 C4 is a special one as I feel I
have some Yay’s and Nay’s
about this PLO to reflect on
today

4. Prescribed Learning
Outcomes
Part I
PLO’s that are titled “YAY”

5. PLO A2
 I feel that the following
completed assignments
demonstrate my proficiency
with PLO A2:
 “Where have we been?
Where are we going?”
reflection
 Confederation Intro post
(CRAAP testing)
 Confederation role play
posts #1 and #2
 Environmental Issues
research (Science 10)
 Eminent research and
“biblography” blog post
It is expected that students will
demonstrate effective research
skills, including:
• Accessing information
• Assessing information
• Collecting data
• Evaluating data
• Organizing information
• Presenting information
• Citing sources

6. As a Result…
The assignments listed in the
previous slide prove that I can
distinguish a reliable source from an
unreliable source (CRAAP), collect
an abundance of research and
present it in an organized way (notes
to blog post), and cite sources that I
use to complete my work (Eminent
bibliography and CRAAP testing
blog post).

7. PLO A3
 I feel that the following
completed assignments
demonstrate my
proficiency with PLO A3:
Final Address (plus
corresponding blog post)
Twitter Role-Play
(debates, arguments, and
personal expression)
Eminent Speech
It is expected that students will
demonstrate effective written,
oral, and graphic
communications skills,
individually and collaboratively

8. As a Result…
The assignments listed in the
previous slide prove that I have the
ability to communicate ideas and a
person’s needs and wants orally and
and on paper with emotion and
passion (Confederation role play,
final address, and eminent speech).
In addition, these assignments show
that I can integrate a variety of
media in my learning through
Twitter, Blogging, and PowerPoint.

9. PLO C1
 I feel that the following
completed assignments
demonstrate my
proficiency with PLO C1:
Louis J. Papineau research
(Role-Play)
Confederation Role-Play
blog posts (Louis J.
Papineau)
Reading the social studies
textbook to learn more
about the Act of Union
Note-taking during class
discussions
It is expected that students will
describe the evolution of
responsible government in
Canada in terms of government
structure and key contributing
events

10. As a Result…
The assignments displayed in the
previous slide demonstrate my ability
to express the causes and aftermath of
the rebellions in the Point of View of
my character, Louis J. Papineau, who
was the leader of the 1837-1838
rebellions. Furthermore, the previous
assignments show that I can organize
ideas from class discussions on paper,
summarizing the main ideas of the
lesson.

11. Let’s talk about PLO C4
It’s a YAY and a NAY

12. PLO C4
 Why is this PLO both a
“yay” and a “nay”? The
reason being is that
although I have had a
thorough introduction on
this topic, I do not feel
that I have a good enough
grasp to be able to talk
about this concept or
contribute to a class
discussion as effectively as
I could.
It is expected that students will
describe the structure and
function of Canada’s federal,
provincial, and local
governments

13. What can I do?
There is still hope for PLO C4! The
picture on the right is some notes
that I took while the TALONS class
was comparing the government
systems from 1791 to present (sorry
for size). I feel that learning a little
more in depth about the three
branches of the federal government,
the provincial governments, and the
municipal governments will help me
achieve this PLO.

14. How can I do this?
 To further my learning on this topic, I can conduct online
research relating to PLO C4. I can also watch videos or
ask questions from adults who may have knowledge about
this topic. Furthermore, I can ask my teacher to clarify
some key points about government systems (that’s your
cue Mr. Jackson).
 I should also not stress too much about this PLO. Why?
Because the TALONS class may touch up on it during a
current events discussion, or it may even come up next
year in Social Studies 11…

15. Prescribed Learning
Outcomes
Part II
PLO’s that are titled “NAY”
(with the exception of PLO C4 that was already discussed in the previous
slides)

16. PLO B1
 I came to a realization that
this PLO needed work
during the following
assignments:
Confederation Role-Play
Class discussions
Various Readings/Notes
It is expected that students will
analyse Canadian society from
1815 to 1914 in terms of gender
roles, ethnicity, daily life, and the
arts

17. As a Result…
The next step is determining why I
did not grasp PLO B1. One example
is during class discussions. The
TALONS class did minor discussions
regarding the arts and daily life,
however I do not feel that the
concepts were covered in enough
detail. At the same time, I will work to
ask more questions if I am unsure
about something and I will work to
take notes in order to help absorb the
information.

18. PLO B3
 I came to a realization that
this PLO needed work
during the following
assignments:
Class discussions
CRAAP testing sources
Readings/Notes
It is expected that students will
evaluate the influence of
immigration on Canadian society
from 1815 to 1914

19. As a Result…
 The next step is determining why I did not grasp PLO B3. I
think the reason for my lack of knowledge in this area is the
fact that this topic was not covered in class very much. Looking
back at our class discussions and CRAAP testing, it is evident
that information regarding immigration was not the main focus.
 What can I do? Well, I can wait as there is still half a semester
of Social Studies 10 concepts to explore. I can also do some
exploration of my own. I can dig up some information from
the Socials 10 textbook, as well as use online resources to learn
more about immigration and the concepts mentioned in PLO
B3.

20. Finding a
Connection
The connection I can make with
this mid-term reflection is the
“philosophy pop quiz”. Many
strategies I mentioned to learn more
about a specific PLO involves
research or “finding out”
information from a certain source.
Being able to do this will allow me
to score high on the philosophy pop
quiz and therefore gain more
knowledge in Social Studies 10.

21. End of Reflection
Thank you for Reading!