I drew letter R on tile and painted it with different colours.
I was happy,because paint was nice.
Yellow Light green Orange Blue paint.
I am a foundation student at ormiston primary school so me happy to do tile.
Thursday, August 20, 2015
Wednesday, August 19, 2015
Continents & Habitats Learning Story
Learner: Brooklyn, Markus and Alex Date: July 2015
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Learning Area: Science Learning Coach: DWilkes
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Learning Observed
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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
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Monday, August 10, 2015
Learner: Alex Usudan Learning Coach: Margaret Patrick Date: 23.07.2015
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Learning Area: Collaboration Narrative Story
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Saturday, July 4, 2015
Alex's iExperience Learning Story
Learner: Ashmira & Alex Learning Coach: T.Dillner Date: 3.6.15
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Learning Area: iExperience - Social Science
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Tuesday, June 23, 2015
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.
Wednesday, June 17, 2015
Alex's ANZAC Poppy Challenge Learning Story
Learner: Aimee, Markus, Jasonta and Alex Learning Coach: Bex Remington Date: 1 May 2015
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Learning Area: iExperience - ANZAC Poppy (Social Sciences)
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Learning Observed
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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.
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Evidence of learning
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Aimee, Markus, Jasonta and Alex working together to create their paper poppy.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Thursday, June 11, 2015
Numeracy
Learner: Alex Learning Coach: Janice Taylor Date: June 2015
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Learning Area: Numeracy Narrative Assessment
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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