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.

Umupuia Marae

Guess what? I went to Umupira  Marae and it was awesome. The coolest activity was kite making. I liked this because. I had fun with making this with Sadeen and Ashmira. I also liked the scavenger hunt looking for different objects on the beach.

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

Numeracy

Learner: Alex                     Learning Coach: Janice Taylor     Date:  June 2015

Learning Area: Numeracy                                         Narrative Assessment

Learning Observed

Alex has been learning her 2x and 5x tables by using repeated addition. She is dependant on this as she is unable to recall the answer when the times tables are randomly mixed up. Her addition and subtraction are improving. She is still using a number line at times and her fingers, and when put under the pressure of time to work out an answer, seems to get confused about the numbers. We started this term with simple addition and subtraction word problems and she is managing these very well. She is able to pick out the words that help her decide if the equation will be an addition or subtraction, and solve it correctly. She has been using counting strategies including counting on and back in both addition and subtraction up to 20. Alex has been able to successfully rename ten ones as one ten.

Evidence of learning

Key Competencies/Vision Principles

Alex is demonstrating the key competency of self management by being able to reflect on her learning. She is also developing her thinking skills during maths and hence improving her capabilities.

Next Learning Steps

know all the groupings to 20 eg: 17 + 3 = 20 use addition and subtraction in various way up to 30 Play games addition & subtraction Bingo and PoP which are fast thinking games and require you to use imaging rather counting on your fingers. know  your 2x & 5x and 10x times tables know teen number facts eg: 10 +5 = 15

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

Alex-Reading Narrative Assessment May 2015

Learner: Alex U                 Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Alex chose the text “A supermarket” for her PM Benchmark Level 19 reading assessment. This was a non-fiction text. Alex is a NZSL user and signs in English word order as she reads. She vocalises as she reads but these are mostly undecipherable. This assessment was done by Mrs Williams. She was able to initiate skimming the text prior to reading. She showed quick recognition of high frequency and attempted most unknown words using visual clues eg: “parents can put your/young  children in these seats”  and sometimes visual and meaning eg: “green beans are put/ packed in bags”. Her  self-correction rate was 1:11. She attempted the retell of the story from memory then stopped looking stressed. Mrs Williams told her she could refer to the text and she continued pointing to words and recalling events. Her recall of details of what happened  was comprised of up to 4 word phrases. eg: Trolleys have a special seat at the front for young children. Alex’s response- children they sit chair. She was able to answer the questions and scored 100%. Answers were in NZSL grammar style but not correct NZSL grammatical order.eg: Question: Why do people leave their cars in the car park? Answer: walk close inside shops. The length of  response has increased from previous 1-2 signs.

Evidence of learning

Key Competencies/Vision Principles

Alex’s goal in her IEP was to be reading at Level 18 with 95% reading accuracy, 60% Comprehension and 70% VADEC retell.  Her assessment reveals that Alex’s  instructional level is 18.  Scoring 100% in the comprehension questions was an excellent result. This maybe due the  the text being a non fiction text.  Alex needs to improve her reading accuracy and retell scores. She is demonstrating and developing her capabilities in Using Language, Symbols and text.

Next Learning Steps

to retell the start , middle and end of a story in NZSL with added details for each part. read at Level improve the accuracy of her signs when reading. answer questions in correct NZSL grammatical sequence. take videos of herself and use to reflect on her accuracy for the above. attend regular sessions with NZSL teacher or tutor.

Learner:  Alex        Learning Coach:  Ms Taylor        Date: 19 May 2015

Learning Area: ANZAC

Learning Observed

Alex chose from a task sheet the options she wanted to use. These are below. Each one is worth a certain number of points. She was to select tasks and add them up to make 10 points altogether. She needed to record where her work could be found  (her Learning Book, iExplore Google folder or elsewhere as appropriate) on her copy of this document so her Learning Coaches could see her learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

ANZAC Task Sheet 1 Draw and label a New Zealand WW1 uniform. 2 points 2 Find and record  a recipe for Anzac biscuits. How did it get its name. 2 points 3 ANZAC animals. Make a table and tell What the animals did.4 points 4 Find a map that show where Gallipoli is? 1 point

Key Competencies/Vision Principles

Alex was given a evaluation sheet to find out how well she did. See below for her answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To try and do more things on my own Ask lots more what , where and who questions