Jump Jam & iActive Leader Narrative Assessment

Cookie Crew Learning Story

Learners: Taanvi, Jasmine, Anjli & Kavisha    Learning Coach: DWilkes

Learning Area: iExplore (Science, Maths, KCs)  VP: collaborative & connected Date: Term 3

Learning Observed

The group of girls, Taanvi, Kavisha, Jasmine and Anjli, worked collaboratively together to make this fundraising event a success.  They raised money for hospice and PE equipment.  It was quite an involved iExplore and it was great to observe the girls work through and negotiate the conflicts that arose along the way.  It was great to see Jasmine take charge of the spreadsheet where they connected with maths in determining how much of each ingredient they needed to make the quantity of batches they wanted to sell.  There was valuable learning in this process especially when the girls, Anjli in particular, realised that everything cost a lot more than they initially thought!  They realised that this was a huge job and elicited the help of two other learners- Aleena and Ash, who were very helpful, collaborative and supportive- though with the six of them in the kitchen it got a touch noisy!  On the day of the sale, the girls had help from Mrs Doidge and Mr Dyer and the lines were literally out the door.  There was some excellent forethought in having learners pre-order so they could anticipate how much of everything to make.  Through this process the girls learned how to use the iExplore Leanring Model document to track their progress and receive feedback to grow their capabilities and connect all of their learning.

Evidence of learning

This is their Reflection Presentation   iExplore Learning Model Document Initial Plan using the Golden Circle

Next Learning Steps

learn to distribute tasks so group members do not duplicate tasks and lose valuable time ensure that they communicate clearly with Learning Coaches and leadership team (eg. Ms W stated no ingredient shopping until the spreadsheet was completed but the girls went shopping with Mr M anyways as he didn’t know this) finish the reflection presentation with a video or images and complete the iExplore Learning Model document- responding and actioning the feedback from Learning Coaches reflect on what they would do differently to make this even more successful next time!

Jasmine, Neha & Jahnavi - Author's Purpose Learning Story

Learners: Jahnavi, Neha & Jasmine    Learning Coach: T.Dillner           Date: 3.9.15

Learning Area: Literacy - Author’s Purpose

Learning Observed

Jahnavi, Neha and Jasmine attended a literacy workshop which was aimed at one of the Learning Progressions that each learner has on their Learning Pathway. We were looking specifically at how an author might use features on the cover and spine, in the blurb and in the text. The learners had to work together to analyse a text and identify why the author included these features and what they told the viewer about the text. Jahnavi, Neha and Jasmine worked as a group on a variety of novels, connecting how the author may have used features that were the same or different on each text. They showed an increased capability in this when talking together about how the cover image, title, blurb and first page gave an idea of the theme and the author’s purpose. As they collaborated, each of the girls were able to extend their own knowledge by building on it with the ideas of the other group members.

Evidence of learning

Next Learning Steps

Finish a Best Fit Novel and analyse the Author’s Purpose after reading the entire book. Record this analysis either in writing, video or audio. Upload this as evidence in their Literacy Learning Pathways.

Google Summit Learning Story - August 2015

Learners:  Anjli, Taanvi & Jasmine                          Learning Coach: DWilkes

Learning Area: Technology and KCs                            Date: Aug 12, 2015

Learning Observed

Anjli, Taanvi and Jasmine made us all proud when they represented us at the first ever Student Google Summit on Aug 12 at Hobsonville Point Primary School.  They were joined by hundreds of other learners from around Auckland and facilitated and participated in some exciting workshops about learning with digital technologies.  There was a lot of work leading up to this day.  First, Anjli and Taanvi met with Ms Wilkes to express their interest, brainstorm what they could present and then write and submit their pitch to the GEGNZ.  They demonstrated passion, commitment and skills while meeting their deadline.  This was their pitch: Using GAFE in our Learning Adventures We are going to be talking about our google drive, docs, slides, sites and much more. We will also be sharing with you all the stuff that we use on our devices for learning. We are lucky to have BYOD and lots of school devices. Our Learning Coaches use Teacher Dashboard to share docs with us which is really useful. We would like to share with you some examples of our learning. Come to our session if you would like to join us on our learning adventure!!! They were of course successful and were added to the programme.  They then had to create their presentation and included lots of videos and interactives like padlet.  The learners decided it would be great if they could practice their workshops the day before to iron out any crinkles and so they were able to facilitate their workshops for the rest of the habitat.  On her own as Taanvi was unwell, Anjli (amidst massive technical difficulties) persevered in her practice run with a group of 15 learners and responded to feedback,making some small changes to improve their presentation.  On the big day Jasmine demonstrated capability and collaboration when she offered to support Anjli with her presentation as Taanvi was still unwell.  Jasmine and Anjli demonstrated confidence and resilience when many devices couldn’t access the internet.  We were very proud of the way they solved problems, remained calm, positive and supported the participants.  Way to go girls!

Evidence of learning

Anjli practices (even when she had no projector!)               Anjli and Jasmine present to 13 learners             Anjli wins a prize! The OrmPS Google Summit Crew 2015

Key Competencies/Vision Principles

The girls showed they could relate well with others both in their collaborative effort in creating and facilitating their presentation and in responding to feedback.  They participated and contributed, managing themselves in 3 other sessions on the day and took their learning back to OrmPS to share with others.  They showed curiosity in the google cardboard session and made connections to prior knowledge.  They were capable at solving problems when there were technical difficulties and constantly collaborated to maximise their own learning and that of others.

Next Learning Steps

start thinking about their presentation for next year write a blog post about their experience teach family members some new skills/tricks they learned

Jasmine's Maths Learning Story

Learner: Kavisha & Jasmine    Learning Coach: T.Dillner            Date: 26.6.15

Learning Area: Mathematics - Statistics

Learning Observed

Recently in Mathematics, Mrs Dillner’s Maths Group took part in the Census at School. This is an online survey open to NZ schools that teaches learners about gathering data and making samples of the submitted information. Everyone learnt some background knowledge about what a Census is, who does them and why we have them. We saw all the other schools enrolled to do the Census at School - Kavisha and Jasmine were very excited to see if their old schools were on the list. Jasmine and Kavisha worked together to complete the survey which asked questions about height, arm span, weight of school bag, how long it takes to get to school, as well as their opinions on topical issues like global warming to who might win the next Rugby World Cup. Kavisha was sure that Fiji would beat New Zealand in the Final later on this year! The girls got to use a new piece of equipment called a Newton Meter. They hung their bags on the hook of the Newton Meter and gave them a weight in grams. The survey asked for an answer in kilos and grams e.g. 2kg and 800g. This was a challenge for both Jasmine and Kavisha, as they had to try and use their prior knowledge of weight conversions e.g. 1000g = 1kg.

Evidence of learning

Key Competencies/Vision Principles

Jasmine and Kavisha collaborated exceptionally well together. They used their time well which meant they were both able to complete the survey in the time that it took other pairs to complete one (Managing Self). They demonstrated capability in using a variety of measurement tools including a tape measure, stop watch, bathroom scales and a Newton Meter (Using Language, Symbols and Text). Jasmine and Kavisha were connected learners, as they understood that the information they were providing was part of a nation wide experience that other schools were taking part in too. They should be able to use this to apply to the next real NZ Census in 2018 (Participating and Contributing).

Next Learning Steps

Show curiosity when answering the questions about topical issues e.g. global warming. What is it? Why is it included in this survey? Work on measurement conversions - cm → m → km and mg → g → kg.

Drama Learning Story - May 2015

Learner: Jasmine, Humaam, Rohullah and Saniya                       Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

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.  Jasmine worked in a group with Humaam, Rohullah and Saniya and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about a culture they enthusiastically engaged in the process as a team with Jasmine taking a leadership role.

Evidence of learning

The team makes effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

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.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect

Jasmine's Maths Learning Story

Learner: Jasmine    Learning Coach:  Tracey Dillner          Date: 16.3.15

Learning Area: Mathematics

Learning Observed

Last week, Jasmine began a task for Mathematics that required her to find the missing numbers from an array using only a few provided numbers using her knowledge of addition and subtraction (similar to the way a magic number square or sudoku might be filled). When she received this task, Jasmine had a go and succeeded with the simpler arrays. Today she had an opportunity during Maths to finish these. Jasmine attempted the more complex array on her own, after checking if the ones she did last week were correct. She had completed over half of this one correctly, but struggled to understand where she had gone wrong and how to retrace her steps. Jasmine was able to watch me demonstrate the strategy once to a group of learners on the big screen and then once more individually on a small whiteboard. After we had worked together on this, Jasmine had a moment of excitement when she realised what she would need to do next to be successful. Jasmine was able to complete the task quickly and then go on to help and assist other learners to share in her success. I was impressed at Jasmine’s determination to complete this task and although it was difficult at first, she persevered and now has knowledge that she can draw on in the future. I wonder how Jasmine practises her basic facts at home?

Evidence of learning

Key Competencies/Vision Principles

Jasmine’s desire to succeed was to her credit. She clearly felt some frustration, but would not give up in the face of difficulty. Jasmine managed this stress and ended up finding a solution to the problem (Managing Self). Jasmine did struggle to understand what the question was asking her at first, but she discussed this with me and with others learners, which led to a correct answer (Relating to Others). I believe that if Jasmine was faced with a similar problem using Addition - or perhaps even Multiplication - she would be able to use this experience to come to solve it (Thinking).

Next Learning Steps

Visit problems like the one pictured above on a fairly regular basis to keep this new learning fresh. Write her own version for people around her to solve e.g. parents or friends. Make a learning video on her iPad to help others who might be stuck on problems similar to this one.