Self Assessment of Participation #3

Self-Assessment Rubric

Name: _______Sydney Dunn______________        Date: March 2______________

For each strand of the rubric below, indicate (circle or highlight) the level of engagement, participation and contribution you think is appropriate for your contribution and learning in this course.

Criterion	Level 1	Level 2	Level 3	Level 4	Level 5
My Own Learning	§ Limited awareness of &  recognition of learning goals/intentions § Minimal gain of new knowledge & strategies.	§ Aware of & recognize learning goals/intentions § Developed some new understandings & strategies from the course.	§  Developed new understandings & drew meaning from many aspects of the course.	§ Developed deeper understanding & drew meaning from almost all aspects of the course.	§ Developed deep understanding, drew meaning & applied new learning from all aspects of the course.
Others’ Learning	§ Concerned mainly with requirements needed to complete the course.	§ Concerned mainly with own learning & marginally with learning of others.	§ Contributed to the learning of others by sharing own experiences & understandings.	§ Aware of the needs & strengths in the group, contributed to the understanding of others.	§ Aware of the diverse needs & strengths in the group, contributed to learning of others in a variety of ways.
Growth of Community	§ Little effort given to common/collective good. Amount & timing of contributions out of   balance with needs of others. § Undermined the group’s sense of community.	§ Contributed exclusively from own perspective, while taking care not to dominate or retire from discussions. § Appreciated the cohesion of the group community.	§ Contributed to shared learning. § Aware of the need to balance contributions of all participants & helped to cooperatively form group’s sense of community.	§ Contributed thoughtfully and often to shared learning. § Contributed to growth of a collaborative process and sense of community within the group.	§ Insightful contributions given regularly with sensitivity to context & empathy for optimal growth of others. § Key driver in contributing to growth of collaboration & sense of community within the group.
Substantive Conversation	Participants engage in extended exchanges with instructor & peers about subject matter in ways that build an improved & shared understanding of ideas or topics. High levels of substantive conversation exhibit sustained interaction about a topic with participants listening attentively & respectfully. Interactions are reciprocal, promote coherent shared understandings, acknowledge differences & honour diversity. Talk is relevant, includes elaboration & higher order thinking such as uncovering assumptions, appreciating ambiguity & complexity, making distinctions & seeing connections, applying ideas, forming generalizations, raising questions, evaluating & creating new knowledge. It can include aspects of metacognition & self-knowledge. Indicate (circle) the level of your participation in substantive conversation during the course. (Low) 1             2             3             4             5             6             7             8             9             10 (High)

Self Assessment of Participation #2

Self-Assessment Rubric

Name: _______Sydney Dunn_________        Date: ___February 17_______

For each strand of the rubric below, indicate (circle or highlight) the level of engagement, participation and contribution you think is appropriate for your contribution and learning in this course.

Criterion	Level 1	Level 2	Level 3	Level 4	Level 5
My Own Learning	§ Limited awareness of &  recognition of learning goals/intentions § Minimal gain of new knowledge & strategies.	§ Aware of & recognize learning goals/intentions § Developed some new understandings & strategies from the course.	§  Developed new understandings & drew meaning from many aspects of the course.	§ Developed deeper understanding & drew meaning from almost all aspects of the course.	§ Developed deep understanding, drew meaning & applied new learning from all aspects of the course.
Others’ Learning	§ Concerned mainly with requirements needed to complete the course.	§ Concerned mainly with own learning & marginally with learning of others.	§ Contributed to the learning of others by sharing own experiences & understandings.	§ Aware of the needs & strengths in the group, contributed to the understanding of others.	§ Aware of the diverse needs & strengths in the group, contributed to learning of others in a variety of ways.
Growth of Community	§ Little effort given to common/collective good. Amount & timing of contributions out of   balance with needs of others. § Undermined the group’s sense of community.	§ Contributed exclusively from own perspective, while taking care not to dominate or retire from discussions. § Appreciated the cohesion of the group community.	§ Contributed to shared learning. § Aware of the need to balance contributions of all participants & helped to cooperatively form group’s sense of community.	§ Contributed thoughtfully and often to shared learning. § Contributed to growth of a collaborative process and sense of community within the group.	§ Insightful contributions given regularly with sensitivity to context & empathy for optimal growth of others. § Key driver in contributing to growth of collaboration & sense of community within the group.
Substantive Conversation	Participants engage in extended exchanges with instructor & peers about subject matter in ways that build an improved & shared understanding of ideas or topics. High levels of substantive conversation exhibit sustained interaction about a topic with participants listening attentively & respectfully. Interactions are reciprocal, promote coherent shared understandings, acknowledge differences & honour diversity. Talk is relevant, includes elaboration & higher order thinking such as uncovering assumptions, appreciating ambiguity & complexity, making distinctions & seeing connections, applying ideas, forming generalizations, raising questions, evaluating & creating new knowledge. It can include aspects of metacognition & self-knowledge. Indicate (circle) the level of your participation in substantive conversation during the course. (Low) 1             2             3             4             5             6             7             8             9             10 (High)

Self Assessment of Participation #1

Self-Assessment Rubric

Name: _______Sydney Dunn__________        Date: ______January 20___________

For each strand of the rubric below, indicate (circle or highlight) the level of engagement, participation and contribution you think is appropriate for your contribution and learning in this course.

Criterion	Level 1	Level 2	Level 3	Level 4	Level 5
My Own Learning	§ Limited awareness of &  recognition of learning goals/intentions § Minimal gain of new knowledge & strategies.	§ Aware of & recognize learning goals/intentions § Developed some new understandings & strategies from the course.	§  Developed new understandings & drew meaning from many aspects of the course.	§ Developed deeper understanding & drew meaning from almost all aspects of the course.	§ Developed deep understanding, drew meaning & applied new learning from all aspects of the course.
Others’ Learning	§ Concerned mainly with requirements needed to complete the course.	§ Concerned mainly with own learning & marginally with learning of others.	§ Contributed to the learning of others by sharing own experiences & understandings.	§ Aware of the needs & strengths in the group, contributed to the understanding of others.	§ Aware of the diverse needs & strengths in the group, contributed to learning of others in a variety of ways.
Growth of Community	§ Little effort given to common/collective good. Amount & timing of contributions out of   balance with needs of others. § Undermined the group’s sense of community.	§ Contributed exclusively from own perspective, while taking care not to dominate or retire from discussions. § Appreciated the cohesion of the group community.	§ Contributed to shared learning. § Aware of the need to balance contributions of all participants & helped to cooperatively form group’s sense of community.	§ Contributed thoughtfully and often to shared learning. § Contributed to growth of a collaborative process and sense of community within the group.	§ Insightful contributions given regularly with sensitivity to context & empathy for optimal growth of others. § Key driver in contributing to growth of collaboration & sense of community within the group.
Substantive Conversation	Participants engage in extended exchanges with instructor & peers about subject matter in ways that build an improved & shared understanding of ideas or topics. High levels of substantive conversation exhibit sustained interaction about a topic with participants listening attentively & respectfully. Interactions are reciprocal, promote coherent shared understandings, acknowledge differences & honour diversity. Talk is relevant, includes elaboration & higher order thinking such as uncovering assumptions, appreciating ambiguity & complexity, making distinctions & seeing connections, applying ideas, forming generalizations, raising questions, evaluating & creating new knowledge. It can include aspects of metacognition & self-knowledge. Indicate (circle) the level of your participation in substantive conversation during the course. (Low) 1             2             3             4             5             6             7             8             9             10 (High)

Hand Out for Wanted Poster

Name: _____________

Wanted Poster

Create a poster or advertisement for friendship. This poster can be created in many different forms. It can resemble a personal advertisement similar to those in newspapers or on dating sites – gives details mostly about you, and some about what you are looking for. The poster can also be similar to an advertisement for an apartment or vehicle – that is it can be approached from a plutonic and rational point of view, mentioning what you are looking for in a friend.

The descriptions of the advertisement should be mostly represented through words. Use the elements of friendship from the poem Friendship Is and Can Be and those elements that we came up with as a class to help color your poster with vocabulary. The poster should also be aesthetically pleasing. This does not necessarily mean you need to draw or use pictures. Using bright colors and interesting fonts in conjunction with visual presentation and spacing is important. The poster should be as eye catching as it is interesting.

Rubric

1	2	3	4	5
- The poster seems unfinished – it’s missing something. - The person seems hostile. The writing suggests anger and that it would be difficult to get to know them. -  The writer uses (sub)standard  language. There are many grammatical mistakes.	- The poster is not very interesting to look at. - The person seems like they might be interesting/a good friend but it is hard to tell b/c of the writing. - The writer uses little/no original vocabulary, but there are no grammatical mistakes.	- The aesthetics of the poster a fine, although not interesting. - The person demonstrates that they have good characteristics, but the writing is lacking. - The writer uses some original vocabulary, but repeats many ideas.	- The poster is visually appealing, but there are a few flaws. - The writing is interesting and the person has good characteristics. - The text has a lot of original vocabulary, but falls back on some standard words.	-The poster is eye catching and interesting. It draws the eye in and keeps the reader interested. - The person exudes confidence and seems like they would be a good friend. - The vocabulary is colourful, unique, and used correctly.