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

Alexandra's KDEC Sports Day -Narrative Learning Story 22.03.15

Learner: Alexandra Usudan Learning Coach: Margaret Patrick   Date: 22nd March, 2015

Learning Area: Health & Physical Education- Maintaining Regular Physical Activity

Learning Observed

Alex participated in the KDEC sports day.She attempted all the events.These included: 100m sprint, long jump, and the vortex throw. Due to the rain the rest of the events were cancelled so she missed out on the discus, shot and  high jump. We had practiced how to start the sprints at school during PE time and improving her vortex throwing technique. In the photo she is sitting with Jasonta ready to do the long jump. She is capable and completed each event. Even in a Deaf friendly context, Alex sticks close to the students from her own school. She does not initiate conversations with other deaf students.

Evidence of learning

Key Competencies/Vision Principles

Alex is always keen to join in physical activities.  Through regular physical activity she is developing her capability and increasing her level of participation in sporting activities. Alex finds it challenging to initiate conversations with other deaf students she doesn’t know. She is a full signer and many of her oral vocalisations are difficult to understand.She needs to gain confidence in talking and relating to others. She has a lovely personality and is outnumbered by boys. She has only one other senior deaf girl to talk to.

Next Learning Steps

Initiate saying good morning to the student group who are keen on signing. Participate daily in iActive. Join in team sports activities. Add her name for the soccer 7 a-side next term.

All About Me

My name is Alexandra Usudan

I like read book

I like math

I like writing

I like draw 

I proud selling 

I good taik 

I was good and nice 

I was funny Brooklyn and Evan 

Alexandra's Creating a LH1 Treaty-Narrative Learning Story 11.03.15

Learner: Alex Usudan       Learning Coach:Margaret Patrick            Date:11.3.15

Learning Area:Social Sciences-Place and Environment

Learning Observed

The learners and LCs in LH 1 thought that if we had a treaty it would help everyone manage the way we interacted with others in our beautiful new learning habitat. One of the key values at OrmPS is showing respect. The learners explored the meaning of  “respect” in three  different ways. Respect for ourselves Respect for others Respect for our environment. Everyone agreed on the final selection of criteria and these were printed out and displayed on the wall of LH1   Alex is signing LH1’s treaty. She knows that she is making a promise to the other learners that she will try to make sure she is worthy of being a member of LH1 and that she can can show respect to others and manage herself in a way that makes her feel proud.This treaty will be a reminder of her commitment.  Alex is quite shy and is learning to advocate for herself. She is counting on other learners  showing respect to her especially when she communicates that she doesn’t like their behaviour or what they are doing to her.She is able to voice ”Stop I don’t like that”.

Evidence of learning

Key Competencies/Vision Principles

Alex is making a commitment to this treaty by signing it. She is wanting to increase her  skills in  Managing Self, Relating to Others and building connections with her other learners and LC’s.

Next Learning Steps

Focus during learning opportunities Continue to advocate for herself using learnt phrases she can voice. Help keep our LH1 tidy.