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 Operation Big Science Learning Story

Learners:  Aleena, Brooklyn, Alex and Evan                              Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Aleena, Brooklyn, Evan & Alex had a blast conducting Operation Big Science in Week 7.  Thanks to the New World kit of ingredients.  Lots of learning resources as well about the Types of Mixtures and Chemical Reactions in Baking.  The learners learned that cooking is scientific fun and that the science capabilities are for life.  After initially watching a short video explaining the difference between chemical and physical changes the learners were challenged to explore their curiosity by examining their materials and discuss their priori knowledge about the materials and cooking with them.  Then they collaboratively devised an experiment - a cooking experiment, using the ingredients they selected.  First they identified a question and then a hypothesis- making connections to their prior knowledge.  As a group they needed to plan their method too. During the cooking they made observations- noting what they notice, think and wonder. Alex developed capability at measuring while completing the recipe.  Ultimately, it was collaborative and delicious!

Evidence of learning

Operation Big Science - Video

Next Learning Steps

complete their Operation Big Science experiment plan with observations and explanations write a reflective blog post about the experience use more specific measurements when writing a recipe give detailed observations about what you noticed before, during and after experiment sheet Write a comment on the LH1 blog post about Operation Big Science

Learner: Alex Usudan          Learning Coach: Margaret Patrick       Date: 23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Alex was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Alex was supported by Tracy Karanui a Speech Language Therapist during the activity. Alex was able to learn the signs for the 4 different categories but needed support to understand the statements. Tracy used a mini whiteboard to write keywords from each statement to enable Alex to understand and follow what was happening. Alex  was able to contribute to placing the statements in the categories but was not able to explain the reason why. She was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Alex is displaying an increasing level of participation  and was relating well to the other learners. She was contributing her  ideas with 1:1 support from the SLT. She was making  connections with the other learners and  showing respect for their different opinions.

Next Learning Steps

grow in confidence sharing her viewpoint knowing that her ideas are valuable and she can help when solving problems. advocate for herself when she doesn’t know what is happening and seek help and clarification.

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.

Drama Learning Story - May 2015

Learner:   Taivero, Evan, Jasonta, Hamish & Evan                       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.  Alex worked in a group with Taivero, Jasonta, Evan and Hamish and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about the Maori culture they enthusiastically engaged in the process as a team with Taivero taking a leadership role.

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 some Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely most of the time. 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 she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect Remember to keep voices off during performances and this is distracting to the non-deaf learners