Knowing Self and Others

Unit Task IDC 4U/4O

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Student Profiles
Unit Culminating Activity Overall Expectations Addressed by this Task
TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities. PMR4 be able to assess and extend their research skills to present their findings and solve problems. IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies;

Task Description
You will create a student profile for each of the grade nine students in your crew. The purpose of this task is to: a) Help you to get to know your grade nine students b) Use this information to help you to develop a meaningful and authentic relationship with each member of your crew c) Start the development of a complete profile of one of your at-risk grade nine students that will be part of your 30% course culminating activity.

Product
Your profiles can be in any format that you choose as long as they contain the required information. Keep in mind that you will be adding to these profiles as the year progresses, so select a format that facilitates this. Sample products could include a blog, powerpoint, electronic journal, paper journal. The product will include two parts: i) Information about each student in your Link Crew ii) A reflective response about the information gathering process. The reflective response can be in any form you choose (e.g. report, powerpoint, journal, video diary, etc.)

PART 1: INFORMATION (Can be done with your Link leader partner)

BASIC INFORMATION Name Birthday Timetable First language Primary contact information Medical issues Job Hobbies and extracurricular activities Likes, Dislikes PERSONAL INFORMATION Biggest fear entering grade 9 Greatest success to date Future goals Personality type (i.e. Myers Briggs) Family structure Religious and/or cultural information ACADEMIC INFORMATION Learning style(s) MI Favourite subject(s) Strengths and weaknesses in school Obstacles to learning

Knowing Self and Others

Unit Task IDC 4U/4O

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PART 2: REFLECTIVE RESPONSE (To be done individually)

Include a summary of: 1) First Impressions First impression of each grade 9 student during Orientation Change to first impression as you got to know each grade 9 student better 2) Information Gathering How did you prepare to gather your students information? What did you do to develop rapport with each student in advance of the information gathering? What methods did you use to obtain your students information? How effective were these methods? How would you change the information gathering process next time? How receptive was your student to being profiled? Was the information you received honest? Why or why not? What factors influenced the quality of the grade nine students responses? 3) Self-Reflection What are you going to do with this information to deepen your relationship with each student? What was difficult about this process? What was easy about this process? What did you learn about yourself during this process?

* You must provide all rough notes (including screen capture, if an on-line format was used) to support your reflective response.

Knowing Self and Others

Unit Task IDC 4U/4O

Page 3 of 3

MARKING RUBRIC Student Profiles

Overall Expectations
THINKING/INQUIRY
TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities. PMR4 be able to assess and extend their research skills to present their findings and solve problems.

Look Fors Information Gathering Skills and Strategies (Preparation, Rapport Building, Questioning Techniques)

Level 4
Leader independently coordinates well in advance to meet with grade 9 students Leader perseveres to obtain regular and reliable interactions with grade 9 students Leader asks a variety of questions (direct, openended, responsive, extended) and obtains information from students beyond the provided template Leader presents information in an informative, reflective and logical manner that illustrates a high degree of empathy and consideration

Level 3
With teacher support, Leader plans to meet with grade 9 students

Level 2
Leader requires teacher assistance to meet with grade 9 students

Level 1
Leader needs frequent reminders from teacher and may rely on teacher to coordinate meeting with grade 9 students Leader has infrequent and unreliable interactions with students Leader asks few questions necessary to obtain required information, as indicated on template

Leader has frequent but not necessarily regular interactions with students Leader asks all questions necessary to obtain required information, as indicated on template

Leader has some but irregular interactions with students Leader asks some questions necessary to obtain required information, as indicated on template

Quality of presentation of findings (regardless of quantity or quality of findings), and degree of reflection

Leader presents information in a logical and informative manner with evidence of reflection for most or all students

Leader presents information in an informative manner with an inconsistent level of reflection

Leader presents information without evidence of logical sequencing, thought or reflection

COMMUNICATION /APPLICATION IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies.

Action Plan

Leader has a clear plan of action that independently utilizes school and external resources to further his/her relationship with grade 9 students

Leader provides multiple concrete examples of how to further his/her relationship with grade 9 students with some indication of action

Leader provides one or two concrete examples of how to further his/her relationship with grade 9 students with no indication of action

Leader recognizes that furthering his/her relationship with grade 9 students is possible but is unsure how to proceed

Leader does not identify next steps