For this lesson we were tasked with filling in a personality test quiz from this website https://www.16personalities.com/. After completing this quiz it would give you one out of 16 personalities. Then website would then take your answers and try and guess what you are like in person. To go along with the quiz it gave you your strengths and weaknesses. For this lesson we had to respond to these strengths and weaknesses, by seeing if the test guessed correctly and if it did how will you improve on your strengths and weaknesses.
Results
personality: Protagonist
Weaknesses: The test says ‘ I struggle to make tough decisions’. I will not struggle to make tough decisions, instead of struggling I will think logically to what is the most beneficial or better decisions in the long run.
too sensitive-The test also thinks ‘I think I am too sensitive’, I am not sensitive to the point where I will cry at what others say. But I might think about it throughout the day, most of the time what the said wasn’t said to me with bad intention either.
overly idealistic- The test also guessed that ‘I often have ideas that may seem unrealistic and like a fantasy’. But I don’t really see them as overly idealistic as others might do. I always commit to what I have my eyes upon and never disrespect the vision. So I wouldn’t say I overly idealistic, I would just say that I am an idealistic person.
Strengths
Altuist- This is correct because in any scenario when people stay apart, I always try to bring them together. Because even if there is weak bonds in a team you will still be stronger together than separated.
natural leader– In teams I often have good ideas that would benefit the full team with no one left out. However I am usually punched into the shadow of the group and am looked over. This leaves me unable to express my ideas and thoughts to others. Therefore I am not really a natural leader as my voice gets silenced when In groups.
reliable– I am a reliable and trust worthy person. If you ask me to watch something when you are gone or wait I will, this is because I try to show my 100% respect others.
tolerant- I am tolerant towards others even If I don’t really like them, In a conversation I will always be tolerant and allow others to speak before me and get their point across.
Other well known protagonists
Daneries targarean, Sean Conery, Opera Whinfry and Barrack Obama
Statistics
63% extraverted mind
69% intuitive energy
65% feelings nature
63% judging tactics
82% turbulent identity
Self-Assessed Skills Audit for Students
Audit form
After completing the personality test we were tasked with filling in the audit form, by the end of completing this form we would have an idea of what skills we have that are strong and what skills we have that are weaker. We would do this by numbering our effectiveness in different skills from 1 to 5, 5 being the worst. After deciding what we are good and bad at we were to pick out our worst skills, and figure out how we can get better at them.
Introduction
Students are asked to self assess their skills on a five-point scale:
| 1 = wide experience | 3 = a little experience | 5 = don’t know |
| 2 = some experience | 4 = no experience |
Self Assessed Skills Audit Form
Name : Date:
| a critical, analytical and creative thinker | |||||
| 1 | 2 | 3 | 4 | 5 | |
| relate and compare data from different sources, identify issues and obtain relevant information | / | ||||
| reason and apply decision making processes and consider how to find solutions to problems | / | ||||
| identify appropriate data sources | / | ||||
| review a range of different points of view and select the most appropriate conclusion | / | ||||
| distinguish between different types of information to inform conclusions | / | ||||
| capture key information from written or verbal sources | / | ||||
| identify significant opportunities and be pro-active in putting forward ideas for problem solving. | / |
| a flexible team worker | |||||
| 1 | 2 | 3 | 4 | 5 | |
| build and develop working relationships with staff and peers | / | ||||
| work effectively with others to complete tasks and achieve results | / | ||||
| empower others to work together as part of a team or group | / | ||||
| recognise and understand when compromise and accommodating others is necessary | / | ||||
| interact well with others and work co-operatively as a team member | / | ||||
| understand how to gain the attention of others in a team or group when required | / | ||||
| understand how to contribute effectively and co operatively with others even if they do not share the same ideas and ways of working | / | ||||
| express self effectively in a group and in one to one situations | / | ||||
| have an understanding of team roles | / |
| a problem solver | |||||
| 1 | 2 | 3 | 4 | 5 | |
| use an appropriate approach to questioning in order to gain information from which to draw conclusions | / | ||||
| use an objective approach to relate to others in order to achieve goals | / | ||||
| make good use of verbal reasoning skills, able to handle complex data and make selective use of information | / | ||||
| explore more than one solution in order to solve a problem | / | ||||
| consider the ideas of others to help solve problems | / | ||||
| manage the process of problem solving over a period of time | / | ||||
| demonstrate resilience and lateral thinking abilities when applied to problem solving | / |
an accomplished communicator | |||||
| 1 | 2 | 3 | 4 | 5 | |
| check written work for errors before submission | / | ||||
| use a range of ICT packages to support work | / | ||||
| express and convey ideas appropriately and accurately in writing | / | ||||
| successfully give a presentation or demonstration | / | ||||
| demonstrate that information being received is understood by using a range of verbal and non-verbal signals | / | ||||
| understand when people have taken account of your views and you of theirs | / |
| professional and adaptable | |||||
| 1 | 2 | 3 | 4 | 5 | |
| recognise and develop skills and competencies required for learning and future employment | / | ||||
| develop opportunities for learning activities through current and future roles | / | ||||
| identify when extra support and help may be useful | / | ||||
| understand the importance of actively reviewing and maintaining your own development plan in order to set appropriate learning targets | / | ||||
| maintain positive attitudes to work and understand when a task has not been completed well and identify changes for the future | / | ||||
| understand how to gain feedback on work or performance | / |
| an efficient planner and time manager | |||||
| 1 | 2 | 3 | 4 | 5 | |
| plan day in order to manage time more effectively | / | ||||
| apply suitable approaches and put in extra effort if required in order to meet tight deadlines | / | ||||
| prioritise own and others’ work | / | ||||
| identify resources required to complete a set task | / | ||||
| harness motivation and hard work to assist in the completion of work objectives | / |
| an independent learner and researcher | |||||
| 1 | 2 | 3 | 4 | 5 | |
| work without supervision and use own initiative | / | ||||
| maintain effectiveness in changing environments | / | ||||
| make appropriate adjustments when undertaking tasks | / | ||||
| keep track of work schedules and deadlines by applying multi-tasking abilities | / | ||||
| able to devise own approaches to projects | / | ||||
| able to set own questions and work alongside colleagues in different environments | / |
| reflective, self aware and self motivated | |||||
| 1 | 2 | 3 | 4 | 5 | |
| establish a course of action for self and evaluate own performance | / | ||||
| recognise personal successes | / | ||||
| set own goals and review these systematically | / | ||||
| review any gaps in understanding and knowledge | / | ||||
| find opportunities to enhance and develop transferable skills within and outside of the curriculum | / | ||||
| adjust to meet different work styles | / |
| knowledgeable in their subject area | |||||
| 1 | 2 | 3 | 4 | 5 | |
| generate and recognise best practice and apply imaginative ideas to different situations | / | ||||
| work out a preferred course of action | / | ||||
| think laterally and encourage others to do so and consider how they approach an unconventional task | / | ||||
| present complex and unusual ideas to friends and colleagues | / |
information literate and IT literate | |||||
| 1 | 2 | 3 | 4 | 5 | |
| comfortable using computers, including different applications in context | |||||
| knowing where to use information and how to cite and reference | |||||
| understanding how to use different software effectively | |||||
| able to keep up to date with current IT applications and how they can be used to enhance work within and outside college | |||||
| able to evaluate the effectiveness of different information sources | |||||
| able to make effective use of the library and internet resources |
| competent in applying their knowledge and skills | |||||
| 1 | 2 | 3 | 4 | 5 | |
| able to apply their knowledge in everyday situations | |||||
| develop key communication skills to help apply knowledge | |||||
| able to apply theory to practice where appropriate |
| Performance Skills | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Performing accurately and in time as a soloist | |||||
| Performing accurately and in time as a group | |||||
| Performing in front of a small audience (n/a if not applicable) | |||||
| Performing in front of a large audience (n/a if not applicable) | |||||
| Performing showing dynamics and expression (e.g. louds and quiets) | |||||
| Perform on a keyboard using two hands | |||||
| Playing chords (3 notes at once) | |||||
| Knowing how to warm up appropriately and structure a rehearsal | |||||
| Being able to perform in a range of styles e.g. hip-hop, Reggae, Classical | |||||
| Read musical notation | |||||
| Perform at least one piece from memory | |||||
| Hear when I make a mistake and correct it myself |
| Composition Skills | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Composing a basic, short idea like a set of chords or beat | / | ||||
| Creating and fitting more than 3 layers together | / | ||||
| Composing for different instruments | / | ||||
| Writing lyrics | / | ||||
| Structuring a song | / | ||||
| Composing within different styles e.g. Pop, Rap, RnB | / | ||||
| Using music technology (e.g. Sibelius/logic) | / |
| Listening Skills | |||||
| 1 | 2 | 3 | 4 | 5 | |
| Working out a melody by ear | / | ||||
| Using technical language to describe what music sounds like, such as dynamics and tempo | / | ||||
| Know a range of genres and what they sound like e.g. Rock, Classical and World Music | / | ||||
| Read and write using musical notation | / | ||||
| Compare and contrast different pieces of music | / | ||||
| Know what different instruments sound like | / |