Narrative Assessment - Tikanga Maori

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 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.

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.