Nisita, Alex and Vrishti's 3D Printing Learning Story

Learners: Vrishti, Alex & Nisita    Learning Coach: T.Dillner            Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Vrishti, Alex and Nisita chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Vrishti, Alex and Nisita decided to make a new version of a pencil case. Vrishti, Alex and Nisita had to use the website TinkerCad to design their new and improved pencil case. They had to use the pre-existing shapes to form their 3D model which was then printed out by our LH1 3D printer. After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Vrishti, Alex and Nisita’s explanation of their 3D pencil case.

Key Competencies/Vision Principles

Vrishti, Alex and Nisita were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Vrishti, Alex and Nisita were connected as they were able to show their learning in three different mediums (paper, digital and printed model).

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore. Teach another learner how to use TinkerCad.

Alex's iExperience Learning Story

Learner: Ashmira & Alex    Learning Coach: T.Dillner           Date: 3.6.15

Learning Area: iExperience - Social Science

Learning Observed

Recently, we have been learning about Maori culture in our iExperience sessions. Evan chose to learn about Mt Tarawera and the Buried Village. The village of Te Wairoa was buried with ash in the 1886 explosion of Mt Tarawera. The learners used their iPads to locate Mt Tarawera on Google Maps and then find out how long it would take to drive there from our school. Next, they used an app called STQRY to follow a virtual tour and use the information to complete a task sheet. Ashmira and Alex worked together to locate the information and fill out the task sheet. They were able to make the most of their time and they finished within the time given. When we marked the task sheet as a group, Ashmira and Alex contributed ideas and communicated together throughout.

Evidence of learning

Key Competencies/Vision Principles

Alex and Ashmira demonstrated excellent collaboration, working together as a great team. They worked at a similar pace and we able to teach each other new skills. Alex taught Ash some new signs and Ash taught Alex some new ways of using Google and the iPad (Relating to Others, Participating and Contributing). They were both very keen on completing the sheet and were curious to find addition information to ‘wow’ the rest of the learners (Thinking). Both girls were introduced to new aspects of digital learning, making them more connected with technology as well as the world around them (Using Symbols, Language and Text).

Next Learning Steps

Work on using keyword searches in Google to ensure the best results with the most accurate information. Continue to work on signing together.

Alex's ANZAC Poppy Challenge Learning Story

Learner:  Aimee, Markus, Jasonta and Alex        Learning Coach: Bex Remington         Date: 1 May 2015

Learning Area: iExperience - ANZAC Poppy (Social Sciences)

Learning Observed

The group had been looking at the different symbols of ANZAC.  This was the last day of the workshop so they were presented with a Poppy challenge.  The group had 10 sheets of newsprint, 4 sheets of red paper, 1 sheet of black paper and 10 meters of tape each.  They had to create the tallest poppy that they could.  The group also only had 20mins to complete the task.  This group quickly got together and assigned individual tasks so everyone knew what they were suppose to be doing.  They made a plan of how to do it before they started so they wouldn’t waste their materials.

Evidence of learning

Aimee, Markus, Jasonta and Alex working together to create their paper poppy.

Key Competencies/Vision Principles

The learners in this group showed collaboration throughout this entire task, as they knew they were under time pressure they realised that they needed to help each other to get it finished, this also showed how they could relate to others.  Jasonta, Alex and Markus were used to working with each other so it was good to see them including Aimee in their group.  They all complete their roles well showing the ability to participate and contribute in a group setting.  Their poppy ended up being the tallest and only one finished on time.  They believed this was because they had a plan that they followed from the beginning.  This plan demonstrated their ability to think.

Next Learning Steps

Work with each other more often and develop their team-work skills To take on more technology challenges, either together or as a group Share what they found challenging or interesting about completing a challenge like this, with others