Narrative Assessment - Visual Arts

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 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 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.