Narrative Assessment - STEAM

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 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.