Learner: Amin, Lim Hor, William and Nathan Learning Coach: Margaret Patrick Date: 24.09..2015
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Learning Area: Science Narrative Learning story
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Learning Observed
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These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10.
They ”busted” the myths about everyday objects behaving in unusual ways.
They were curious and explored the physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities. In week 10 they collaborated to form a group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was called “ The Sucker”. They heated a small amount of water in a bottle in a microwave, tipped it out, then plunged it into a container of cold water. The water rushed up filling the bottle. This phenomenon they discovered relied on the scientific fact that hot gas (steam) takes up more space and when it cools it contracts causing a vacuum. Refer to the video link.
Amin accessed all the materials for the group’s experiment from home.The first time they did the experiment they expected the water to rush up quicker into the bottle. They decided to add colour to the water to make it easier for others to see the water moving for when the did their presentation. All of the learners could field answers to questions.They set up a shared slideshow to record their learning.
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Evidence of learning
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Next Learning Steps
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Learner: William Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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This term the LH1 learners have been learning about animals, adaptations and habitats. William has been building his language and developing his understandings of the many ways the natural world can be represented. William is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used his curiosity to research the adaptations of the Cheetah. William recognises that all living things have certain requirements so they can stay alive and could identify these for his creature.
William was fortunate enough to go on a field trip to the zoo where many animals captured his curiosity. He used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite. William needed to create a habitat that would be suitable for a cheetah. He opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in Minecraft and demonstrate his capability at using it. He went through a rigorous design process that involved connecting with information through researching to create a fact file on the cheetah, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of his choosing. William couldn’t use Minecraft in the end and created his habitat using a tool called google draw. Ask him to show it to you! William collaborated well- listening to other learners and asking questions. When it was time to share their learning, he presented his habitat with some confidence to all of the Learning Coaches and learners in LH1. You can see his assessment here.
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Evidence of learning
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Learner: William Learning Coach: D Wilkes
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Learning Area: Collaboration Date: Term 3
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Learning Observed
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This term our overarching theme has been collaboration and Wiiliam has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability. To kick the term off William was on a team of learners who had to collaborate to complete various challenges. On our first day back in Term 3 we had a super day of “Collaboration” immersion activities. While the learners worked on the Collaboration Challenge in mixed ability, mixed year level groups they collaborated on a variety of tasks which encouraged discussion, problem solving, perseverance and teamwork. It was great to observe William as he was very engaged in the tasks, demonstrating patience, sharing and teaching others. I noticed that Harry took a lead during the collaboration rules on a hand challenge. He also calmly demonstrated and explained the task to others. William said he really enjoyed doing the tasks and was happy to continue the activities in the afternoon. He also also been collaborating brilliantly in iActive during our Collaboration Station activities.
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Evidence of learning
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William collaborates all over the place!
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Key Competencies/Vision Principles
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Right from the start William embraced the challenge demonstrating collaboration strategies such as asking questions and making decisions together. These activities challenged William and his team to develop their problem solving skills (Thinking). He definitely related well to others and managed himself to maximise their collective learning.
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Next Learning Steps
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Learner: William (cm) Date: June 2015
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Learning Area: Maths - Measurement Learning Coach: John Dyer
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Learning Observed
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William was recently working as part of a big group on a measurement task. He first applied his previous measurement learning experiences to this task and approximated sensibly. William then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room.
William was able to use his place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see William being both an active listener and offering ideas for how the problem could be solved.
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Evidence of learning
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William is trying to work out the best way of measuring the length of the room using a variety of lengths of wood.
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Apply learning around measurement of length to other areas of measurement including weight and volume. Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.
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Learner: William (Verb) Date: June 2015
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Learning Area: Literacy Learning Coach: Diana Wilkes
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Learning Observed
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All learners require literacy skills in order to be contributors and active participants in society. We believe that learners must study, use and enjoy language and literature when communicated orally, visually or in writing. We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask William what book he is reading and how he knows it is a best fit on a regular basis. William learned all about the 5 finger strategy to help him choose. The Verbs group was also introduced to an online book resource called http://booktrackclassroom.com to which William has an account. In our Literature Circle each learner has a different role each week: Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. William was a great Artful Artist and has improved the amount of content he can contribute. He is developing confidence at sharing in our meetings and has been well prepared for some of our meetings. He participates and contributes in the discussions with prompting.
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Evidence of learning
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Key Competencies/Vision Principles
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William is showing Connectedness by relating his work to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion. He is also developing his Capability in reading conversation and oral language.
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Next Learning Steps
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Learner: Willie, William and Justin
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Willie, William and Justin chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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Learner: Kevin, Samantha, Willie and William Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate. The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present. Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Kevin worked in a group with William, Willie and Samantha to use dramatic techniques to explore drama elements and conventions. The group exhibited enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, their group selected a Pasifika culture. They generated a variety of ideas to mime and used props effectively.
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Evidence of learning
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The team makes effective use of space, facial expressions and movement.
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Key Competencies/Vision Principles
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All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria. They related to each other well and managed themselves and their time wisely. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.
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Next Learning Steps
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