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

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

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

Shivin's Kite Making Learning Story

Learner: Shivin & Nehaal Learning Coach: Bex Remington                Date: 6 March 2015

Learning Area: iExperience - Making Kites

Learning Observed

Shivin and Nehaal worked as a pair in the iExperience of kite making.  As a pair they had to find a plan for their kite, collect the materials and then work together to get it made before the time was up.  Shivin said he knew how to do it and wanted to make a stunt kite.  Nehaal asked me what materials we had as he thought that would change what kind of kite they could make.  Once I showed them the materials they realised that they needed to rethink their plan.  After a little bit of research they both agreed to make a kite in the shape of a stunt kite but with the materials we had.  They each assigned themselves roles - Nehaal worked on the frame and tail and Shivin created the kite pattern.  Both boys worked enthusiastically through the process and even though it rained and we ran out of time, both boys said they would like to keep going on Monday for iExplore.

Evidence of learning

Key Competencies/Vision Principles

Shivin and Nehaal worked well together and were able to listen to each other throughout the planning process meaning they demonstrated the key competency of relating to others and participating and contributing.  After the initial rocky start they recognised the need to plan and work collaboratively.

Next Learning Steps

Modifying their designs to make their kite fly further for longer Research different kite types and try out one of the more unusually shaped ones Use iExplore time to find out what the science is behind kites flying