Learner: Kavisha & Jasmine Learning Coach: T.Dillner Date: 26.6.15
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Learning Area: Mathematics - Statistics
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Monday, June 29, 2015
Jasmine's Maths Learning Story
Wednesday, June 17, 2015
BFG's Readers Theatre Learning Story
Learners: Amin, Arnav, Taanvi, Jasmine, Nisita Learning Coach: Bex Remington Date: 14 May 2014
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Learning Area: iDevelop - Reading: Readers Theatre
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Learning Observed
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The BFGs WALHT for the week was learning how to read with clarity and expression. The group chose to do the reader’s theatre story “The Ant and the Grasshopper”. They read the script separately and then together they chose their roles. The group practice by themselves for two sessions and then performed in front of a learning coach to be given feedback. The feedback they were given was to ensure their volume was loud enough for each member of the group to hear so they knew when it was their turn to read. Once the group has practiced again they read in front of a camera.
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Evidence of learning
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Video of the BFG’s reading group reading ‘The Ant and the Grasshopper’
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Key Competencies/Vision Principles
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These learners were working on their capability to read out loud with expression. They also had to ensure they were working collaboratively so all of the members of the group could hear when it was their turn to read. The group showed their ability to manage self as they had to read along and not be distracted so they knew when it was their turn to read.
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Next Learning Steps
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Sunday, May 31, 2015
Drama Learning Story - May 2015
Learner: Jasmine, Humaam, Rohullah and Saniya 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. 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.
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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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Monday, March 23, 2015
Jasmine's Clarifying Vocab Learning Story
Learner: Jasmine Sok Learning Coach: Bex Remington Date: 13 March 2015
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Learning Area: Reading - Clarifying Vocab
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Learning Observed
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Jasmine’s literacy group has been working on how to clarify meaning and vocabulary when we are reading. The group discussed that is is sometimes hard to understand a story if we come across words we haven’t seen before so we needed to come up with how we would find out what words mean. Jasmine said that she would usually check with a dictionary so I challenged her to think about other strategies if a dictionary wasn’t available. As a group they came up with 3 different ways. I then gave them a story to read about a school setting up a robotics challenge. Jasmine was interested in the story but while reading came across words that she wasn’t sure of. She wrote these words into a shared google slide and using the strategies discussed found out what the words meant.
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Evidence of learning
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This video is of Jasmine explaining the task and the strategies she will be using to clarify the meaning of words she wasn’t sure of:
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Key Competencies/Vision Principles
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Jasmine is developing her capability in reading and is growing in confidence. She was able to contribute and participate in the group discussion and was also able to manage herself in the independent follow up task.
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Next Learning Steps
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Jasmine's Narrative Assessment- Science: Strange Liquids - 20.03.15
Learner: Jasmine Learning Coach: DiWilkes Date: 20.03.15
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Learning Area: Science
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Learning Observed
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Today Jasmine selected the science session ‘Strange Liquids’ for iExperience. It is clear that she loves science! She learned all about viscosity and the states of matter today through some guided exploration. She had the opportunity to: play some online games to reinforce her knowledge of solids-liquids-gases; play a ‘connect 4’ board game to practice her knowledge of the properties of matter; she drew examples of the states in her learning book and she completed a table while exploring the behaviour of various strange liquids. Jasmine enjoyed the board games and drew some excellent examples of the different states of matter. She has a clear understanding of what viscosity is and enjoyed testing the strange liquids! Everyone enjoyed our cleanup when we created a ‘bubble monster’ from all of the shampoo in the drain.
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Evidence of learning
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Key Competencies/Vision Principles
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Jasmine demonstrated our principle of curiosity through her questioning. She related well with others, sharing the materials and ‘strange liquids’ and tidied up her area upon completion. She managed himself responsibly and respectfully while enthusiastically participating and contributing in conversations.
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Next Learning Steps
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Jasmine's Maths Learning Story
Learner: Jasmine Learning Coach: Tracey Dillner Date: 16.3.15
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Learning Area: Mathematics
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Learning Observed
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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?
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Thursday, March 12, 2015
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