I reflect

WHAT:On Friday 11th march I learned my i Explore in to presentation my title was kitty my presentation it so enjoyed presentation. On yesterday my presentation was finished to waste&recycling showing at LH5 I liked always presentation.

SO WHAT 
BECAUSE I AM WORKING MY LEARNING COACH LH3+5

NOW WHAT:
I WRITING TIME LEARNING MY PRESENTATION WE WANT BIG ENJOYED

THE END 

Learner: Jasonta Poki      Learning Coach: Kaori Kobayashi                  Date: 4/3/16

Learning Area:   Reading Narrative Assessment

Learning Observed

In shared reading, Madagascar Deaf learners have learned not only to read the text but also to translate into NZSL.  It is important for Jasonta to understand the story well as she is unable to translate into NZSL if she does not know the story well. Jasonta was curious to learn unknown words and examine them in the English dictionary and NZSL dictionary.  If she was not sure the meanings in the dictionary, she asked her learning coach and/or the NZSL interpreter what it means. Jasonta prefered to work independently however she worked collaboratively with her buddy when she needed and was capable to share her understandings with him.  She was learning to use correct NZSL grammar while retelling the story.  When discussing about the ending of the story, she connected her own experience and shared her ideas about how we can stop teasing in the classroom.

Evidence of learning

Next Learning Steps

Understand the difference between English and NZSL Develop her NZSL grammar skills Develop to work collaboratively with her peers

About yourself:

What is your name?
Jasonta Poki

How old are you?
11
Describe your family- parent, any brother/sister?
I don't have family I have 1 cousin 1brother. Myself my home sometimes it is happy with my home.

Which school are you currently enrolled at?

Where do live? takanin
What is your favourite sports?
I like learn make sport day t -ball.

What is your favourite subject?
Art,PE,mathematics,writing,I Active,game,hui,blogger, and making origami.

What is your favourite food?
I love apple strawberry, mike,corn,orange, chocolate and I don't like lolly.

Learner: Ved, Prisha, Shivran, Ayush, Alex, Jasonta, Mervlyn, Neha, Brooklyn     Learning Coach: Mrs Pearson          Date: 19.02.16

Learning Area: iExperience

Curriculum AO: Forms and communicates ideas and information clearly, drawing on a range of sources (Speaking, Writing, and Presenting Level 4)

Curriculum Links:

Learning Observed

Over the last few weeks, learners form Habitat 3 have been encouraged to work collaboratively  to organise a Hui for both Habitat 1 and 3 to attend on Friday afternoon.  This has been an opportunity for learners to connect with one another and discuss and organise different ideas that they may have for this time.  This week Ved, Prisha, Shivran, Ayush, Alex, Jasonta, Mervlyn, Neha and Brooklyn, showed their capability by organising a slideshow, waiata, talent show, weather report  and certificate presentation.  Prisha and Shivran organised the slideshow that supported our two presenters, Ved and Ayush.   Alex and Jasonta signed a detailed weather report.   While, Brooklyn, Neha and Mervlyn presented certificates to those learners that were connected through play earlier in the week.

Evidence of learning

Next Learning Steps

-Continue to seek opportunities to develop their capabilities in presenting to an audience, e.g., voice projection, eye contact, expression -Develop curiosities about other ways to show their learning with others,e.g., iMovies, plays and speeches

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.