Who am I? An Identity Unit
Download Who Am I? An Identity Unit PDF
The Provincial Intermediate and Middle Years Teachers Association (myPITA) is pleased to announce that the brand new resource, “Who Am I?: An Identity Unit”, written by Joanne Calder and Nancy Klassen, is now available! This unit features 15 cross-curricular lessons with easy-to-follow instructions and reproducible resources.
Identity development is a crucial part of student learning in the middle years. We have found in our practice that helping students to develop a better understanding of their values and sense of self allows them to make better personal choices, resolve conflicts, and form thoughtful opinions about societal issues.
In It’s All About Thinking: Creating Pathways for All Learners in the Middle Years, BC educators, Leyton Schnellert, Linda Watson, and Nicole Widdess emphasize the importance of making identity development a key part of the classroom environment by asking students, “Who are you?” They also recognize that identity development is a long-term life goal that begins with being aware of and accepting yourself, and acknowledging that you have a place in the world. As students work toward creating themselves, a major goal for us as educators is “to help students become fully functioning, self-actualized people.”
Joanne Calder and Nancy Klassen, two long-time Grades 6/7 teachers in the Delta School District, co-authored this resource. This cross-curricular and inquiry-based unit includes 15 lessons with a strong focus on students identifying their personal core values. You may use all of the lessons in the unit for the best impact or individually by choosing your favourites! Some of the lessons can be completed in a single block of time, whereas others are multi-day projects. It contains ready-to-go reproducibles, as well as student work samples, and step-by-step instructions.
Trauma-Informed Practice
Trauma-informed teaching is an educational approach that recognizes the potential impact of trauma on student behaviour and learning, and aims to create a safe and supportive learning environment. It involves understanding the effects of trauma on students’ brains and bodies, and responding to their needs in a way that minimizes further harm and maximizes their ability to learn and thrive.
Whenever we have students reflect deeply about themselves, we need to do so through the lens of trauma-informed practice. Get to know your students and their stories so you can help them navigate this deep look into who they are, how their experiences have shaped their lives so far, and what matters to them. Always take your students’ leads and offer choice when a student is reluctant to explore an aspect of themselves.
References
Schnellert, L., Watson, L., & Widdess, N. (2015). It’s All About Thinking: Creating Pathways for All Learners in the Middle Years. Portage & Main Press.
The Provincial Intermediate and Middle Years Teachers Association (myPITA) is pleased to announce that the brand new resource, “Who Am I?: An Identity Unit”, written by Joanne Calder and Nancy Klassen, is now available! This unit features 15 cross-curricular lessons with easy-to-follow instructions and reproducible resources.
Identity development is a crucial part of student learning in the middle years. We have found in our practice that helping students to develop a better understanding of their values and sense of self allows them to make better personal choices, resolve conflicts, and form thoughtful opinions about societal issues.
In It’s All About Thinking: Creating Pathways for All Learners in the Middle Years, BC educators, Leyton Schnellert, Linda Watson, and Nicole Widdess emphasize the importance of making identity development a key part of the classroom environment by asking students, “Who are you?” They also recognize that identity development is a long-term life goal that begins with being aware of and accepting yourself, and acknowledging that you have a place in the world. As students work toward creating themselves, a major goal for us as educators is “to help students become fully functioning, self-actualized people.”
Joanne Calder and Nancy Klassen, two long-time Grades 6/7 teachers in the Delta School District, co-authored this resource. This cross-curricular and inquiry-based unit includes 15 lessons with a strong focus on students identifying their personal core values. You may use all of the lessons in the unit for the best impact or individually by choosing your favourites! Some of the lessons can be completed in a single block of time, whereas others are multi-day projects. It contains ready-to-go reproducibles, as well as student work samples, and step-by-step instructions.
Trauma-Informed Practice
Trauma-informed teaching is an educational approach that recognizes the potential impact of trauma on student behaviour and learning, and aims to create a safe and supportive learning environment. It involves understanding the effects of trauma on students’ brains and bodies, and responding to their needs in a way that minimizes further harm and maximizes their ability to learn and thrive.
Whenever we have students reflect deeply about themselves, we need to do so through the lens of trauma-informed practice. Get to know your students and their stories so you can help them navigate this deep look into who they are, how their experiences have shaped their lives so far, and what matters to them. Always take your students’ leads and offer choice when a student is reluctant to explore an aspect of themselves.
References
Schnellert, L., Watson, L., & Widdess, N. (2015). It’s All About Thinking: Creating Pathways for All Learners in the Middle Years. Portage & Main Press.
