Trash to Flash

Learner:   Jasonta       Learning Coach:  Janice Taylor        Date: 7 December 2015

Learning Area: Trash to Flash

Learning Observed

Jasonta chose ‘Christmas Decorations’ for her iExperience in Wk 7 - 9 Term 4. She chose the group of students that were making the Snowy Panda. She was to show her design firstly by carefully sketching and labelling her product in her learning book. She used Pinterest on the internet to find the information and a picture to help her design her Snowy Panda. Jasonta then brought in a Christmas Ball and decorated it with a head, feet, arms and a face. She was able to cut out the holes in the polystyrene ball to fit onto the Christmas ball so she would be able to hang the decoration on the tree. Jasonta finished her task on time. She was able to explain to others about her Snowy Panda and present it to the school.

Evidence of learning

Key Competencies/Vision Principles

Jasonta showed she had the curiosity to find out which group she wanted to belong to. She collaborated well with the other learners in sharing and helping while making her project. Jasonta was able to connect to her prior knowledge and experiences in discovering about how to make her Snowy Panda as a Christmas decoration. It was a product that interest her and something she could hang on her tree.

Next Learning Steps

Complete your task on time Gain confidence in doing more on your own Using the internet to your full advantage Don’t be afraid to try new things and elaborate more on decorations and colours

Ashmira, Divya, Jessica, Johanna, Jasonta & Aleena's Ko Te Pu Learning Story

Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena     Learning Coach: T.Dillner           Date: 14.10.15

Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)

Learning Observed and Vision Principles

For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it. Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.

Evidence of learning

Next Learning Steps

Lead the habitat regularly in our practices. Do an iExplore around other songs or poems that connect English and NZSL or Te Reo and NZSL.

Learner:  Jasonta P             Learning Coach: Margaret Patrick         Date:  27.08..2015

Learning Area: Science- Animals and their habitats.   -  Narrative Learning Story

Learning Observed

The focus during iExperience Week 3-6 was on animals and their habitats. Each learner needed to pick an animal and be able to provide key facts about it  including its adaptations, characteristics, requirements for survival and why it is suited to its habitat. Jasonta was keen on the cheetah and choose from several ways of presenting her information to  belong to the “draw it” group. She collected information and made connections with it as she organised it using sub headings of special features, habitat, and survival what do I need? She used topic specific language. She included a sketch of her cheetah and a sketch of its habitat Jasonta enjoys drawing and was very definite that she wanted the larger A3 size paper for her finished drawing. She drew an action shot of the cheetah mid air as it was running. This depicted one of its key features of it being the fastest animal showing how capable she was at representing her new learning. The scale of her animal to its habitat was accurate. She chose pastels for her drawing. This enabled her to blend colours.We discussed how the main aspects of the habitat was grass and how using the pastel in a vertical direction would help to create this and how she could use several colour greens. Jasonta absorbed this information and her drawing demonstrates her capabilities to implement these techniques. Jasonta managed her time well and was the second of all the learners to complete drawing her animal. She mounted it on black paper and I asked her to collaborate with Sally to show the other learners how to mount their drawings as they finished. She accepted this responsibility and they did a wonderful job relating the instructions to the others. Jasonta needed help to write out a script for her presentation. She dictated the information and it was formatted in NZSL gloss. We had an interpreter to voice for her on this day.What a stunning picture!

Evidence of learning

Next Learning Steps

Select either using lists or full sentences for recording her research. Use lined paper or framed sections to help her keep her information organised so others can read it easily. Practice sketching other animals or objects as she is very capable. Be curious and connect with Seth who is researching cheetah’s vision for his iExplore.

         
     

Learner:Jasonta Poki               Learning Coach: Margaret Patrick    Date:24.08.15

Learning Area: Oral/sign Language  Speech making  English- Narrative assessment

Learning Observed

Jasonta used the research from an iExplore adventure about Maori moko to use for her speech. Jasonta is demonstrating her capabilities in Using Language, Symbols and text and relating to others when presenting a speech to an audience in her preferred mode of communication. She chose to voice her speech.  She connected with several sources of information. Due to the time constraints to meet the deadline for the habitat finals, Jasonta dictated her speech and collaborated with me to record it.  She discussed the introduction with me and chose to make a pukana face to hook her audience into watching. She is very good at doing this.Watch the video link. She was passionate about presenting her speech as the topic is really relevant to her. (Refer link to her written speech script).She is part of a kapahaka group supported by her caregiver which she attends every Friday night. The sequence of the information flowed well. She certainly knew her topic as she was able to dictate it to me. She made cue cards which she placed on a table in front of her. Moving the cards to the next one took time and she was looking down and lost eye contact with her audience.  She explained how mokos were created in the past and present. She finished by saying she had fun finding out about how to make a moko and thanked her audience for listening. Jasonta’s spoken English was slow and laboured and she stopped mid phrase and mid sentence at times demonstrating her ongoing difficulty with the patterning of language. This was off putting for her audience. The amount of content met the time specification but her delivery meant she was over the time limit. I would encourage her in the future If she wants to use spoken English she would need a lot of practice memorising the sentence patterns. I would like to see her signing a speech and an interpreter voicing for her.

Evidence of learning Link to Oral/sign English Language-Speech making assessment rubric Video of speech Jasonta’s Speech script

Next Learning Steps

Present her speech to her Friday night kapahaka group. Participate in OrmPS speech competition next year. Volunteer for MC roles and opportunities to introduce and thank visitors at our school. Be proactive in requesting an interpreter to voice for her signing.

Learner: Jasonta, Asmira, Cassandra and Sally.    Learning Coach: Margaret Patrick            Date: 24.09.2015

Learning Area: Science Narrative Learning Story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, presenting their digital recording of their work and fielding answers to questions. They created a green lava lamp. They discovered that the separation of the oil and water relies on the scientific fact that water is more dense than oil. Ashmira accessed all the materials for the group’s experiment from home. All of the learners could field answers to questions.They managed their time well and were ready on time.They decided to present their learning in a variety of ways including a slideshow and google draw. Refer video link for background info.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Perfect Art Day

I enjoyed painting on the tile. I painted the letter A  in collaborate. I put black and blue paint the letter. I drew lines, sun, heart and an apple on the background. The tiles will be put in my school. 

Continents & Habitats Learning Story

Learner: :  Seth, Mohammed & Jasonta                                                        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 Seth & Mohammed began to recognise that living things are suited to their particular habitat, Jasonta 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.  Jasonta, Mohammed and Seth 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 boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and communication with Jasonta.  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 excellent questioning and problem solving strategies while they worked with Diane. 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: Jasonta Poki             Learning Coach: Margaret Patrick     Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Jasonta 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. Jasonta was quick to learn the signs for the 4 different categories.She was able to explain why she thought statements should be moved. She was very proud of herself at creating a new category for explaining why “promising to keep a secret”  belonged between agree and disagree and role played a scenario. She  was really keen to see what other groups had decided on. When her group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. She was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Jasonta  is displaying an increasing level of participation  and was relating well to the other learners. She was contributing her ideas and showing she made connections with the other learners by showing respect for their different opinions.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing her viewpoint knowing everyone’s ideas are valuable when solving problems.

Jasonta'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