Hello, Internet.

So, I’m sure the title has given away absolutely nothing about what this post is about.

That’s right– it’s time for MPoLs, or “Mid-year Presentations of Learning”. In other words, it’s time for me to talk about myself.

First of all, however, I want to talk about something that I literally just spent a whole post talking about : the winter exhibition.

Now, I feel like both we, as a class, and I, personally, did a good job on the exhibiton. The end result was great, everybody put a lot of work into it, and we weren’t defeated by any mishaps we came across along the way.

However, after writing a blog post about the exhibiton, and then getting and absorbing feedback for said blog post, I came to a realization: I don’t feel like I really learned much, if anything, from that project.

That’s not to say I didn’t learn the subject material. I can tell you more about The Crucible than you will ever need to know, and I can do so using authentic fifties slang to boot. I had no trouble learning the content of the course– but that’s not really the point.

My main job for the exhibition was to be DRI for the script editing. I enjoy writing and editing, and I’m picky enough about grammar to go through and catch all the little mistakes that are characteristic of eighteen people trying to write one cohesive document. On top of this, I usually jump at any chance I get to do a writing based project– we’ve written a smattering of essays throughout the time I’ve been in PLP, but for a class that’s half-English, there tends to be very few straight-up writing assignments, and when we do get them, they’re usually part of something bigger (as in this case).

Now, I talked a lot about the exhibition in my last post, but I didn’t really discuss the other three posts that I made for this project– one about how good Stranger Things was, one about a drawing I did of a bird, and one that I want to talk a little more about now.

This particular post is one that I enjoyed doing, and which I put a lot of work into– but more importantly, it’s one that I feel I actually did learn something from. It wasn’t a particularly educational assignment; the premise of the post was “how to spot a Canadian”, in which I discussed a set of Canadian stereotypes and whether they had any basis in truth. However, this post also featured a video that I made with the help of some friends.

We did a whole year in PLP that focussed on video, so it’s not an unfamiliar medium to me, but it’s also not really my area of expertise. To use a similar example, outside of PLP, I take Film and TV with my friend Parker, for whom videomaking really is an area of expertise. Typically, we both use this class as a chance to utilize our strengths: I write and storyboard, and Parker handles directing and editing. However, this week we created a video that Parker wrote and I edited. Again, I’ve edited videos before– but it still felt like a challenge, much more so than writing, which comes easily to me, ever does. I really had to push myself in order to get results I was satisfied with, and I think this was something that actively helped develop my video-editing skills. Doing the Canadian interview video was similar– it forced me to actually do something that I would normally leave up to people who are better at it.

I think this all reflects two things that I talked about in my PGP. First of all, the ISTE standard I wanted to focus on, for which I said this:

The ISTE Standard I want to focus on for Humanities this year is the “creative communicator” standard. I feel pretty confident with my writing ability, but I want to try and expand my range a bit, and focus on feeling equally confident with different forms of communication, or with thinking outside the box when it comes to approaching projects and assignments. I think this skill will also carry over into my other classes and generally be a benefit to other areas of my life.

Second of all, the habit of mind I wanted to focus on, for which I said this:

The habit of mind I really want to focus on for PGP is remaining open to continuous learning. A lot of the basis of this course– doing self assessments, setting specific goals and making plans to achieve them, etc. –is stuff I don’t enjoy doing, or find frustrating, even though it’s important to know how to do and do well. I want to make sure I keep an open mindset and put my best efforts into doing well in this course, rather than immediately shutting down because I have to do something I’m not good at.

Both of these have the same central point: I want to take more responsibility to see that I’m actually pushing myself to learn and grow, rather than stagnating within my comfort zone. In my MPoL and TPoL last year, I delivered some goals that I think also both relate back to this point: learning to roll with the punches, and further developing my interpersonal skills. I think the fact that I needed to set and work on both of those goals reflects the fact that I don’t always make enough of a conscious effort to push myself.

In PGP this year, we’ve been reading a book that talks about setting and completing goals. Personally, I didn’t enjoy this book. It felt kind of frothy and unsubstantial, and when I went through the goal-setting exercises it contained, they felt equally frothy and unsubstantial.

WHAT I REALLY WANT 

Make a “Top Five List” of what you really want—not what others (parents, friends, teachers, the media) seem to want for you. Focus on what’s truly meaningful to you. Write your “Top Fives” into sentences that start with the words “I really want.” Then turn each “want” into a SMART goal.

I really want to do well at school.

Smart goal: I will get no lower than a B in any of my classes this term, and in order to ensure that happens I will do all my homework on time and use time-blocking to set aside time to do homework and study before tests. 

I really want to get my full driver’s licence. 

Smart goal: I will pass the test to get my N, and later my full licence, and to prepare for that I will attend driving classes, read up on driving laws and good habits, and practice driving with an adult. 

I really want to go to business school. 

Smart goal: I will get into a business school, and in order to do that I will get good grades in all my classes (see above), research the requirements for different business schools in Canada, and submit applications to schools I’m interested in attending before the application deadline. 

I really want to stay fit. 

Smart goal: I will attend either boxing or hockey at least three times a week, drink water throughout and just after these activities, and ensure that I am eating healthy foods. 

I really want to get better at drawing.

Smart goal: I will practice drawing at least once a day, and use the resources available to me to research how to improve. 

MY GOAL LADDER

My goal: Get my N

My deadline: Winter 2019

Goal ladder:

• practice drive at least once a week
• go to in-classroom driving class 
• go to in-car driving class 
• read any available materials to help learn the laws & how to drive 
• pass the test 

MY EXTENSION LADDER

My goal: Go to business school

Deadline: September 2020

• decide what schools I want to apply to 
• research business school requirements and tuition
• attend any available presentations/informational meetings at school or in the area 
• save up money to pay tuition fees
• get good grades, especially in subjects that will pertain to the programs I’m applying for (like math)
• visit university campuses to find out more about different universities and programs 
• look into scholarships that might be applicable 
• apply for scholarships 
• do written applications for schools I might want to attend
• get recommendations 
• decide what school I want to attend 

I’VE EARNED IT

When I get back a good grade on a test or project I will celebrate by watching an episode of my favourite tv show.

When I get my driver’s licence, I will celebrate by going out to dinner.

That being said, I’m going to lay aside my dislike of this book for a moment and go through the forms we were supposed to fill out for the goal I’m currently trying to set. First of all, making it into a smart goal.

Now, I really want to push myself. That’s a big goal. The way I want to break it down for now is with the assignment we’re currently doing for socials, which is another set of blog posts like the ones we did for the Crucible. For my first post, I’m going to make a video– and while there will still be a challenge in that this video is totally different from anything I’ve add recently, it feels like I might be heading down the same path of sticking to one area, just with videos instead of writing.

So– my smart goal is to do each part of this assignment in a different medium that requires me to further develop a skill I would usually not jump to use, and to get out of my comfort zone in order to deliver a product that I am satisfied with, and which I feel taught me something.

Second, a goal ladder for this goal.

– identify some skills/mediums which I want to further develop

– make a plan to incorporate said skills/mediums into this assignment

– use practice or research or ask for help in order to improve at said skills/mediums

– create a final product using said skills/mediums to a degree that I am happy with

Third, rewarding myself. I struggled coming up with rewards or celebrations that seemed appropriate for my other goals, and I find myself in a similar situation with this one– the reward for me, if any, is doing well on my work. However, because I’d like to follow the instructions here as clearly as possible, when  have completed this series of assignments, and if I feel that I’m sticking to my goal and have learned something, I will celebrate by making a batch of cookies.

Going forth into the second half of the year, I’m hoping to apply my larger goal in everything I do– hockey, boxing, drawing, driving. I want to come back for my TPoL able to say that I’ve really improved and grown this year, both in this class and in the rest of my life.

Until then–

Toodles.