After our communication sorts (see last post) it was time to engage in a little self-assessment and activate our understanding of I-statements. We talked about what I-statements are (specific ways we can independently engage the competencies ) and how they are a strengths based way of sharing our progress; they are womb-to-tomb skills, right? There is always room for progress and growth. So we talked about the different facets (really quickly, thats a lesson for another day… tomorrow perhaps) and then got right into reading the I-statements.
The I-statements we used were borrowed from the curriculum website a few years ago and translated into “kid friendly” language by one of my previous crews. For fun, I’ve included one for reference:
Inspired the work of Jance Novakowski we considered how MUCH each I-statement sounded like us: A bit like me, quite like me, very much like me. We read each I-statement aloud and then shared some examples of what the statement might look like, sound like, feel like; we tried to root the statement in ‘real life’.
The kids self-assessed and decided how much the I-statement sounded like them (how frequently, or to what degree, we engage that particular statement in our lives). The kids were asked to be honest with themselves and were told that their sort could be just for their eyes if they wanted; no one else would look at it unless invited to do so. I was surprised that all the kids WANTED to share their sorts, and to talk about them with peers. I was also delighted to hear them co-assessing as well – “I would have thought that was VERY much like you, not somewhat! I can’t think of a time where you didn’t do that, can you?” Many of the kids reflected about how self-critical they were too; “we are probably our own worst critics hey? We are so tough on ourselves”.
And here is out ‘baseline’ documentation, a starting point for us to revisit during the year in order to assess growth/progress, and areas where there is still room for growth. We also selected ONE statement from the “a bit” or “quite” categories and each wrote it at the top of our weekly planner – a goal for the week (to be reassess and ‘rolled over’ as needed). The kids have shared that having it visible reminds the about it as they write their planner message, and as their parents check it – it keeps the goal alive in the minds of our whole learning triad.
Tomorrow the technology arrives, and THAT is where the real fun begins – stay tuned.