Learners: Shivin & Jared Learning Coach: T.Dillner Date: 5.8.15
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Learning Area: iExplore - Sharks
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Learning Observed
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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
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Shivin and Jared’s Sharks Presentation after some improvement based on feedback from learners and Mrs Dillner.
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Monday, August 10, 2015
Shivin and Jared's iExplore Sharks Learning Story
Shivin and Richard's Maths Learning Story
Learners: Richard & Shivin Learning Coach: T.Dillner Date: 28.7.15
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Learning Area: Mathematics - Number Recognition
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Wednesday, July 22, 2015
Shivin's Collaboration Leanring Story - July 2015
Learner: Shivin Learning Coach: DWilkes Date: 22-07-15
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Learning Area: Key Competencies (Collaboration)
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Learning Observed
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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.
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Evidence of learning
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Designing a kiwi habitat Using Pic Collage to collect evidence
 
Using teamwork to master a challenge Designing a float
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Wednesday, July 1, 2015
Shivin's Mathematics Narrative Assessment
Learner: Shivin (m) Date: June 2015
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Learning Area: Maths Learning Coach: John Dyer
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Learning Observed
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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.
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Evidence of learning
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Shivin ponders how to work out the length of the room using a variety of different shaped rods.
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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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.
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Monday, June 29, 2015
Literature Circle Learning Story - Adjectives Group
Learner: Shivin (Adjectives) Date: June 2015
Kevin, Imran, Jessica, Rahi, Nehaal, Shivran, Sadeen & Vrishti
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Learning Area: Literacy Learning Coach: Diana Wilkes
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Learning Observed
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Reading research shows that good readers
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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Shivin's iExperience Learning Story
Learner: Shivin Learning Coach: T.Dillner Date: 21.5.15
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Learning Area: iExperience - Social Science/The Arts - Visual Art
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Monday, June 1, 2015
Drama Learning Story - May 2015
Learner: Amin, Shivin and Jessica Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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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.
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Evidence of learning
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The group makes effective use of space, facial expressions and movement.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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