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

Shivin's iExperience Learning Story

Learner: Shivin     Learning Coach: T.Dillner           Date: 21.5.15

Learning Area: iExperience - Social Science/The Arts - Visual Art

Learning Observed

Recently, we have been learning about Maori Culture. We combined this concept with our Visual Art session. All of the learners had an opportunity to select an Art task that was related to Maori Culture. Shivin chose to make a mat out of woven paper. He struggled with this at first, and after some guidance he was able to make a simple under-over pattern. Shivin’s completed weaving was then laminated and will go home with him.

Evidence of learning

Key Competencies/Vision Principles

Initially, Shivin was working on his own. Because he was finding it difficult, he sought help from other learners and Learning Coach (Managing Self). Through this collaboration he was able to succeed. Shivin was quite determined to succeed with this which showed he wanted to increase his capability in this area. This activity challenged Shivin to extend his problem solving skills (Thinking).

Next Learning Steps

Complete another mat using the same pattern, but unassisted. Help another learner master this skill.

Drama Learning Story - May 2015

Learner:   Amin, Shivin and Jessica                                             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. Amin, Shivin and Jessica worked in a group to use dramatic techniques to explore drama elements and conventions and exhibited a real passion and enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, the group selected British culture.  They generated many different ideas of what they could present and did a clear mime of fencing and drinking tea using real and imaginary props.

Evidence of learning

The group 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 Focus on staying in character- especially that the actions are aligned with facial expressions