Reflection

​ Managing self
Explanation: This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.


 * __Questions:__**
 * 1) **Do you think you manage yourself and your time well in order to complete the tasks you needed to do for your group?**

**Kim: In my opinion we did it okay because at the day of the presentation, everything wasn't rushed as much. We glided through everything except for thinking up the questions...**


 * Jasmin:**


 * 1) **What was the biggest challenge for managing yourself within a group?**

**Kim: The biggest challenge for me was finding a way to talk to each other. We used MSN to communicate, but I kept disconnecting, making it harder to talk. I also found it hard to type up the script.**
 * Jasmin:**
 * 1) **How did you overcome this challenge? **

**Kim: We talked through things during the time of our Inquiry to go through everything just in case a problem occurs back home. For the script, some people gave me ideas how to write a script, which made it easier for me to continue typing it up.**


 * Jasmin:**


 * 1) **Describe an instance where you took the lead in your group and why. If you were the group leader, what did you do particularly well when leading? **
 * Kim: I didn't really know if we needed a leader or if there was a leader. But if I was the leader, I guess assigning to what we're supposed to do is very... "leader-like". :)

Jasmin:**


 * 1) **On a scale of 1-5 (with 5 being the best), how independent were you in completing your tasks? **


 * Kim: I'd give myself a 3. Yes, I did get onto my work, but I was... taking my time to complete my tasks. But it was enough to finish on time to present to the class. Also, half of the time, I worked with my partner so I didn't do some of it alone. **


 * Jasmin:**

Relating to others
Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.


 * __Questions:__**
 * 1) **What was the best thing about working as a group?**
 * Kim: We got to share ideas and we could encourage our fellow members. Being with other people gives more and more ideas. If I was working with someone I don't know much, then I would know more about them and eventually we'd become friends.

Jasmin:**
 * 1) **What the most difficult thing about working as a group?**


 * Kim: The only problem was how to manage our time. I was free except for Wednesdays, but Jasmin had everyday taken except for a Tuesday. Other than that, everything went well.

Jasmin:**
 * 1) **Was there a time when you had to compromise on something you wanted to do? Explain... **


 * Kim: No, none at all. **

> ** Kim: We co-operated by choosing our tasks and finished them. We didn't argue too much. **
 * Jasmin:**
 * 1) **Explain how your group co-operated. **


 * Jasmin:**
 * 1) **Explain an instance where someone in your group did not co-operate. How did this impact on the rest of the group? **

=The following sections must be completed as a group. You may present the answers any way you wish. Some ideas are: video, Voicethread, written reflection, voice file, etc. It must be posted on your eportfolio.=
 * Kim: We co-operated well enough, but if someone were to not co-operate, we wouldn't have finished our work on time and there'll be lots of arguments between the group. **
 * Jasmin:

KNOWLEDGE AND UNDERSTANDING ABOUT SOCIAL SCIENCES
1. What is the issue related to sustainability that your group chose to inquire about? 2. What is the cause of your issue? (the reason why it is in fact an issue) 3. What effect has your issue had on our environment? 4. What are some ways people are using resources that contributes to the issue your group chose? 5. What are some choices people can make that will address your issue?

**Thinking ** Explanation:
Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions. 1. Explain how your group used the following types of thinking to make sense of information, experiences, and ideas you may have encountered throughout your inquiry process:**
 * __Questions/ Tasks:__
 * **creative thinking;**
 * **critical thinking;**
 * **metacognition (thinking about what sort of thinking you needed to use!);**

3. What other information do you think you needed to find out?**
 * 2. Explain how the types of questions helped you to gain the information needed to develop strong knowledge about your issue?

Using language, symbols, and texts
Explanation: Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological. Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
 * Upload the video of your presentation under this heading and answer the following questions...**
 * __Question__:**
 * How did videos, images, online tools, movement, words, symbols, numbers, choice of language types, etc help to aid the delivery of your presentation so the class gained learned lots of new things about your issue?**

Participating and contributing
This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments. __**Questions:**__
 * 1) **How did your group delegate roles and responsibilities?**
 * 2) **Was the share of work fair for everyone? If yes, explain. If no, explain.**
 * 3) **How do you think you now contribute to a sustainable environment as a result of this inquiry and what you have learnt?**