Continents & Habitats Learning Story

Learner: Brooklyn, Markus and Alex     Date: July 2015

Learning Area: Science                           Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Markus & Alex began to recognise that living things are suited to their particular habitat, Brooklyn really enjoyed this activity.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Brooklyn, Alex and Markus can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The three of them were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with each other. They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed some good questioning and problem solving strategies. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

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

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