Learner: Alex       Learning Coach:  J Taylor        Date: 21/9/15

Learning Area: Draw it

Learning Observed

Alex chose ‘Draw it’ for her iExperience in Wk 3 - 6 Term 3. She was to show her design firstly by carefully sketching the animal she chose in detail on paper along with information about this animal. She used the internet to find the information and a picture to help her draw her animal which is a Tiger. She was then to do a final drawing (see below) of the Tiger. She has used great detail and also some of the Tigers habitat to complete her drawing. Alex finished her task but had to use some of her own time to get it completed on time. She was able to explain to others about the Tiger and its habitat.

Evidence of learning

Key Competencies/Vision Principles

Alex showed she had the curiosity to find an animal that suited her. She collaborated well with the other students in sharing and helping. Alex was able to connect to her prior knowledge and experiences in discovering about the Tiger. It was an animal that interest her.

Next Learning Steps

Complete your task on time Gain confidence in drawing a little more detail Using the internet to your full advantage Don’t be afraid to try new things and colours

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

Speech

Last Friday I did it I actually had my pendant on for my speech.

I did It in front of the deaf students from habitat 1 and 2 and the teachers.

Ms Taylor helped me. I made cue cards to help me say my speech.

My speech is about Maori pendant.

I feeling happy because I stand front learn habitat 1 and 2 learn coachs i my speech. 

Nice tile art

 Yesterday I  Paint tile. I had the letter R.

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.

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

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.