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.  Jasonta worked in a group with Alex, Taivero, 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

Learner:  Jasonta Poki        Learning Coach: Margaret Patrick     Date:  22.04.2015

Learning Area:  English- Reading  Narrative Assessment

Learning Observed

Jasonta chose the text ”Leo the Lion Cub” to read for her PM Benchmark Level 20 assessment. Jasonta signs in English word order as she reads. She was able to skim the text and decode the title independently.She had quick recognition of the high frequency words. Her errors were topic-specific words. She used structure and visual clue strategies to shape her approximations. She could read the homonym word “pride” but did not understand it in the context of naming a large group of lions in this text. She neglected to use meaning to cross check some of her approximations eg; “Leo was the yourist and smallest cub “. Her pace was steady but she consistently missed observing the full stops by not stopping. Jasonta was more confident starting retelling the story. Often in the past she would say “I don’t know” and give up.  She referred to the illustrations of the text when she was retelling the story. She retold the sequence of events but missed out a lot of details. Her ability to retell and demonstrate her understanding of a story has improved dramatically. These skills have been goals in her IEP over the second half of 2014. She was more confident and had a clearer idea of what was required of the task of  retelling a story. Her retell score improved from 17% to 60% and her comprehension was 66%. She was able to correctly answer 2 out of 3 inferential questions which are the most challenging for Jasonta. The answers to these questions are between the lines of text and require her piecing clues together to work out the answer. Jasonta loves going to the library is keen to borrow books. She had no glasses for a couple of months at the end of 2014 which was very frustrating for her. Jasonta is enjoying wearing her new glasses. She is good at advocating for herself by moving closer to see shared texts or writing on the whiteboard. Her vision status requires her to hold a story close to her eyes even when she is wearing her glasses.

Evidence of learning Jasonta's video click here

Key Competencies/Vision Principles

Jasonta  is reading at Level 20  measured by the PM benchmark Reading Assessment and VADEC Formal Retell. She has moved up one level. She scored: Reading Accuracy of 97%, Formal Retell of 60% and Comprehension 66%. She is demonstrating and developing her capabilities in Using Language, Symbols and text.

Next Learning Steps

Stop at full stops and breathe before continuing. Check unknown words to see if they make sense in the context of the story. Include more details in her retell. read at Level 21

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

Learning Area: ANZAC

Learning Observed

Jasonta 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. Find and record a recipe for Anzac biscuits. 2 points     How did the biscuit get its name? 1points. 2. Draw and label a New Zealand WW 1 uniform. 2 points 3. Why do people wear red poppies? 2 points 4. ANZAC animals. How did they help? 4 points

Key Competencies/Vision Principles

Jasonta 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 “w” questions.