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 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.

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

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