Jared, Shivin, Aimee & Natasha's Trash to Flash Learning Story

Learners: Shivin, Jared, Aimee & Natasha      Learning Coach: T.Dillner    Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Shivin, Jared, Aimee and Natasha all selected Pets & Animals. They were curious about making caterpillars out of used egg cartons. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. The four learners then took the template we used as a larger group and the personalised it to their caterpillar creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.

Evidence of learning

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Shivin's Animal Habitat- Digitise It Learning Story - August 2015

Learner: Shivin                                                                          Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Shivin has been building his language and developing his understandings of the many ways the natural world can be represented.  Shivin 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 and creativity to create adaptations for his animal the cheetah . Shivin recognises that all living things have certain requirements so they can stay alive and could identify these for the cheetah.   Shivin was fortunate enough to go on a field trip to the zoo where many animals captured this curiosity.  He used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite. Then Shivin needed to create a habitat that would be suitable for his chosen animal- the cheetah.  He opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool and demonstrate his capability at using it and this was Gamefroot for Shivin.  He went through a rigorous design process that involved connecting with information through researching to create a fact file on the cheetah but Shivin did two!  One in google draw and one in a google doc.  Then he made a draft diagram of what the habitat would look like and then created it in a digital tool.   Shivin collaborated well- listening to other learners and asking questions.  When it was time to share their learning, Shivin confidently presented his habitat to all of the Learning Coaches and learners in LH1 demonstrating a lot of new learning about this animal and its habitat requirements.  You can see his assessment here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents create a more detailed diagram with labels that is represented in the final product include more detail in the habitat design to reflect all of your #oresome learning

Shenmin & Shivin's Maths Game Learning Story

Learners: Shivin & Shenmin    Learning Coach: T.Dillner           Date: 25.8.15

Learning Area: Mathematics - Timestables

Learning Observed

Shenmin and Shivin were using a Maths Game to work on their 2x, 3x, 4x, 5x, and 10x timestables together. They had to place their counters in the middle of the board and use the spinner to complete an equation. When they had the answer, they had to move their counter to the correct number. Shivin and Shenmin collaborated repeatedly on this game. If one was looking for the answer, the other would say “Oh! I see it!” and help by pointing to the right area of the board. The longer they played, the more capable they became at completing the calculation mentally and find their next move. Their speed also increased. I enjoyed watching them play so well together and could sense their enjoyment!

Evidence of learning

Next Learning Steps

Teach this game to another member of the Kites or Yoyos group. Play it again on a weekly basis to see if you can improve the speed and instant recall of multiplication facts.

Shivin and Jared's iExplore Sharks Learning Story

Learners: Shivin & Jared    Learning Coach: T.Dillner           Date: 5.8.15

Learning Area: iExplore - Sharks

Learning Observed

Shivin & Jared chose to work together on a research based iExplore learning adventure on Sharks. They did all aspects of the project together, including research, populating the Google Slide presentation, adding links, getting feedback and acting on it. Both boys were very excited to be able to share their progress on a regular basis, often bringing it to me to see every day until it was completed. They had an opportunity to show their presentation to a group of learners who offered ideas to improve it as well as compliments. We had a discussion about what it means to copy and paste information from the internet, straight into a presentation and how this is called Plagiarism. Shivin and Jared were both interested to know about how we should reword the learning we find online and give credit to the original authors. When viewing other learners iExplore practice presentations, Shivin, particularly, has been sure to share this new learning as feedback.

Evidence of learning

Shivin and Jared’s Sharks Presentation after some improvement based on feedback from learners and Mrs Dillner.

Key Competencies/Vision Principles

Shivin and Jared have had a shared vision from the start and worked collaboratively to achieve this. They have needed some guidance along the way so far, but have accepted this happily and put it into action quickly (Participating & Contributing). They have identified that there are many different species of sharks and have made connections between them when possible. Shivin and Jared have also added in a variety of links to other sites in order to try and support these connections (Thinking). The largest driver of this learning adventure has been their enormous sense of curiosity. Jared and Shivin have wanted to spend as much time on this presentation as they can, even asking to stay in during iBreaks to work on it (Managing Self).

Next Learning Steps

Work on using correct sentence structures. Take some time to analyse the visual features of the presentation e.g. colours and layout. Change these to achieve higher audience engagement. Present the final product to their Hapu Group.

Shivin and Richard's Maths Learning Story

Learners: Richard & Shivin    Learning Coach: T.Dillner           Date: 28.7.15

Learning Area: Mathematics - Number Recognition

Learning Observed

Shivin and Richard chose to opt in to a Curiosity Workshop (Teaching Session) on recognising numbers up to 6 digits. They needed to be able to identify a number in its word form and its digit form. They were given five numbers that had between 3-6 digits and were written in a combination of words or numbers. Richard and Shivin worked together to write an answer to correspond with each card e.g. 456 is the same as four hundred and fifty six. The boys made it clear that they were after a challenge, so they were given numbers like 236,195. They stepped up to this and worked together effectively, with good communication and focus.

Evidence of learning

Key Competencies/Vision Principles

Richard and Shivin used great collaborative behaviour which allowed them to think quickly and carefully. They finished the task and were able to feedback to the larger group (Managing Self and Participating & Contributing). Because they were actively seeking a challenge, Richard and Shivin displayed curiosity and eagerness to extend their current Mathematical knowledge (Using Language, Symbols & Text). The outcome of this was a definite growth in capability from the beginning of the workshop until the end.

Next Learning Steps

Teach another learner about this new knowledge. Find out how many ones, tens, hundreds etc. are in all of the numbers they used. Use the same skills to work with numbers with 7 digits.

Shivin's Collaboration Leanring Story - July 2015

Learner: Shivin Learning Coach:   DWilkes       Date: 22-07-15

Learning Area: Key Competencies (Collaboration)

Learning Observed

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 Shivin as he was very engaged in the tasks, demonstrating patience, sharing and teaching others.  I noticed that Shivin took a lead during the first challenge using the Pic Collage App to record all of their challenges.  He also calmly demonstrated and explained the app to our new learner Martina.  Shivin said he really enjoyed doing the tasks and was happy to continue the activities in the afternoon.

Evidence of learning

Designing a kiwi habitat           Using Pic Collage to collect evidence    Using teamwork to master a challenge                 Designing a float

Key Competencies/Vision Principles

Right from the start Shivin embraced the challenge demonstrating collaboration strategies such as asking questions and making decisions together.  This activity challenged Shivin and his team to develop their problem solving skills (Thinking).  He definitely related well to others and managed himself to maximise their collective learning.

Next Learning Steps

grow his capacity for collaboration by working with learners other than his close friends and practicing reflective listening use a new digital tool like Storybird to write a collaborative story focusing on the learning of the activity rather than racing to get it finished, he needs to take his time and be thorough when researching to answer

Shivin's Mathematics Narrative Assessment

Learner:  Shivin  (m)                                                 Date: June 2015

Learning Area: Maths                                         Learning Coach: John Dyer

Learning Observed

Shivin 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. Shivin then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Shivin 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 Shivin being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Shivin ponders how to work out the length of the room using a variety of different shaped rods.

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

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 and 4 x tables.

Literature Circle Learning Story - Adjectives Group

Learner:  Shivin (Adjectives)                                              Date: June 2015 Kevin, Imran, Jessica, Rahi, Nehaal, Shivran, Sadeen & Vrishti

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Shivin what book he is reading and how he knows it is a best fit on a regular basis.  The Adjectives learned all about the 5 finger strategy to help them choose a book.  The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. 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.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Shivin is beginning to show his Connectedness by relating his learning 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.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Ensure that he is ready for the meetings by having read the text and preparing his role task Visit booktrackclassroom.com often to read new books