Learning to cycle-Pedal Power

Kiwi Web Quest in iExplore

Fireworks recount

Writing a recount

Learner: Sally                                             Date: 6th September, 2016 Learning Coach: Margaret Patrick           Narrative Assessment Learning story

Learning Area: Writing a recount  -Literacy

Learning Observed

Sally was writing a recount (using  language symbols and text) about the fashion extravaganza she participated in during iExperience during Week 7.  We collaborated exploring a recount planning sheet and the layout of the various sections and discussed the special features of using past tense and time markers for the body of the recount to show the sequence of events in a chronological order.  Sally used the  planner then wrote her story. I used a recount rubric to mark her story to provide formative assessment feedback prior to her formal assessment in Week 9. She scored 10/25  I was really pleased with her effort. Her writing was presented as a story in 2 paragraphs with a title.  She used the time marker “Last week” to start her introduction. She is using “Subject-verb-object” (SVO) to compose simple sentences. Currently she is inconsistently using capital letters and full stops to punctuate her sentences. There was evidence of self correcting. She had an ending to her story and also wrote a personal comment. Sally’s  vocabulary is growing. She is excited about writing during “Quick Writes” that happen every day after iBreak 1. She is building up her high frequency words.

Evidence of learning

Next Learning Steps

Sally  needs to Always use  CAPITAL “I” when representing the first person pronoun instead of “i”. Continue to add adjectives to make her writing interesting especially adding   colour adjectives before the noun. Start using “and’ as a conjunction.

iExperience Narrative

Recycled Plastic Art

   

Learner: Sally He                                        Date: 29th August, 2016 Learning Coach: Margaret Patrick                     Narrative Learning story

Learning Area:  iExplore-Recycling Plastic Rubbish

Learning Observed

We started Term 3 co-constructing an iExplore with the whole of Hopscotch hapu.  A provocation including lots of objects and  images were displayed and the learners discussed possible connections.  They discovered they were all made of plastic or alternate products  that would normally be made of plastic. This sparked the learners curiosity about the problem plastic causes in our world. All the learners completed a KWL sheet writing what they knew about plastic rubbish and Sally became curious about how she could recycle plastic and so her question was “ How can we use plastic in art?” She found that Samantha was really interested too, so they collaborated  to decide on something they could make together. They started connecting with what other people had done with recycled plastic using google search. They decided to make a wine glass using old plastic bottles. Sally completed all her Learning Model iExplore sheets for the first time (see link below). Sally worked really well with Samantha and Mrs Ben was also available to support Sally managing her time and navigating setting up her Learning Model documents and evidence in her pathway.

Evidence of learning

Learning Model iExplore link

Next Learning Steps

*be able to choose a topic she is curious about for her next iExplore. *Be able to independently set up a copy of the Learning Model doc in her iExplore folder. *Complete first two sections of a KWL for her new topic. *feel confident to ask to collaborate with other learners if they share the same curiosity.

Capability iExperience Narrative

Learner: Annia, Ava, Kim, Sally, Seraya and Saniya      Learning Coach: Mr Hattie          Date: 25 July 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExpereince we are looking at Developing our Capabilities and goal setting. Annia, Ava, Kim, Sally, Seraya and Saniya’s activity was the card house building. In this activity I saw many different strategies and levels of Capabilities and Collaboration. Ava and Kim were sharing the ways that they were building their cards houses. Saniya seemed to be the only one who was building her tower on the carpet. I asked her why she was doing it on the carpet and she said “because the table was slippery and carpet was harder which made it easier.”  This was a great Connection. Sally, Annia and Seraya just sat quietly and concentrated on the task at hand. I noticed different styles of capabilities which were all useful to the task. The Key Competency that were being used were Thinking, Managing Self and Participating.

Evidence of learning

Ava said “If you put your cards next to mine then they can balance” Saniya “The carpet is easier to do it on”

Next Learning Steps

Annia, Ava, Kim, Sally, Seraya and Saniya’s next learning steps are: Set a goal for their card tower. Reflect on their goal and discuss how they went. Use the goal setting in other learning

Learner:  Sally H     Learning coach: Margaret Patrick       Date: June, 2016

Learning Area:   Maths/Numeracy                                      Narrative Learning story

Learning Observed

Sally was collaborating with of a group of learners who was being introduced to a new maths game called “Basketball Addition”.  This game is  designed for players to practice addition skills of adding two numbers to 20. The game card has an array of number totals to 20 arranged in basketballs .Players also have a set  of individual numeral/digits 0-9 cards. Players take turns to turn 2 numeral cards over and then add them together to find the total. They then place a counter on the corresponding total on the large player game card. Sally participated and contributed to the group, watching the other players and waiting for her turn. She was able to select two cards and count the numbers together by counting every number. In the photo she has turned over 1 and 3 and she started with the 1 and then counted 2,3,4. She enjoyed playing the game and wanted to continue playing so she connected with Saniya and set up the game on the floor. She demonstrated how she could  self manage being a responsive partner who persevered playing several games for a further 10 minutes. Sally was demonstrating her thinking and how she was able to show her capability of counting all the numbers using a combination of imaging for numbers totalling under 6 and sometimes her fingers for larger number combinations.  Having the single digit numbers on individual cards allows the player re organise them to help them adding ie; starting with the bigger number. Sally used the sequence of how she turned over the digit cards and added the numbers in that order. She is working at NZ Maths Stage 4 Advanced Counting, Level 1 of the NZ Curriculum.

Evidence of learning

Next Learning Steps

Automatically know facts to 10 Use the strategy of reorganising the order of the digits, starting with the bigger number first. Use the strategy of counting on and imaging all the numbers up to 20 in her head. Independently select this maths game into her Daily three activities “ Maths with Someone”.

Sally's Math Learning Story

Learner: Sally Learning Coach: T.Dillner           Date: 4.4.16

Learning Area: iDevelop - Math        Key Competency: Thinking

Learning Observed

Recently in Maths, Sally has been working on adding using Tidy Tens. To practise, Sally had to apply this strategy to basic number facts up to 20. She was capable of doing this with no assistance and finished it in an appropriate amount of time. The shows that Sally’s confidence and independence with using this knowledge has been increasing. When completing the word problems, Sally decoded the information and transferred it to an equation she could answer with a tidy ten.

Evidence of learning

Next Learning Steps

Recall the feeling of confidence when facing a new or tricky challenge in Math. Teach another learner how to use Tidy Tens. Request addition and subtraction word problems with added complexity.

Sally, Irene, Dhruv & Nehal- iExperience Connected Challenge Learning Story

Learners: Sally, Irene, Dhruv & Nehal Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Sally, Irene, Dhruv and Nehal worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and discuss their options.  Irene showed some real leadership in this task- especially considering that there are so many new relationships forming in LH1.  Sally and Dhruv got straight into their tasks showing their capabilities and Nehal showed curiosity while asking questions.  Some of the tasks they worked on included- the Curious challenge- coming up with questions for the learning coaches, the Connected challenge- writing an acrostic for the word connected and the Curious task of developing a slide show.  There was some great role modeling, strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family

Annia, Sally & Seline - RESPECT iExplore Learning Story

Learners:  Annia, Sally & Seline   Learning Coach: D. Wilkes          Date: 5.2.16

Learning Area: iExplore - Social Science

Learning Observed

In the first week of school Annia, Sally & Seline opted into an iExplore around ‘respect’ ultimately creating a product using a digital media.  One of the key purposes of this was to become more familiar with our OrmPS Learning Model. The girls embarked on some important foundational learning around respect and made connections to the Treaty of Waitangi as well.  They are beginning to understand that people have social, cultural, and economic roles, rights, and responsibilities and that cultural practices reflect and express people’s customs, traditions, and values.  Working with other learners, the girls began the learning adventure by unpacking the word ‘respect’  being curious around what  it means to them? why is it important? using the mini-whiteboards.  They had an opportunity to see the Treaty of Waitangi and to make the connection that it was an agreement grounded in respect.  They had some fun ideating ‘what would you have on your treaty should aliens comes to live on planet Earth?’ After that, really enjoyed thinking about how we ‘Respect self’  ‘Respect Others’ and ‘Respect Environment’ at OrmPS and came up with some fantastic contributions- particularly around respecting self.  They then collaborated to create a media product which they could present to the wider group and they Annia, Sally and Seline worked as capable learners and how proud and confident they were when presenting their creation.  Ka Pai!

Evidence of learning

RESPECT iExplore co-constructed presentations     Tellagami video of girls

Next Learning Steps

Start an iExplore learning journey carefully using the OrmPS learning model Continue to work collaboratively with learners who are not in their immediate social circle Use the vocabulary and NZSL signs that learn in other learning areas Grow their capabilities with other digital tools through practice eg. Pic Collage, Sock Puppets, Puppet Pals, iMovie etc.