Learners: Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy
Learning Coach: Megan Croll Date: 31 October 2016
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Learning Area: iExperience
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Learning Observed
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In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity. They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm.
First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term. In teams of 3-4, the learners were given card, straws and tape. Then together, they had to work collaboratively to construct their cage. They tested their cages out to see whether they had built them strong enough to support an object on top (curious). Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.
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Evidence of learning
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Next Learning Steps
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Learners: Lucy Learning Coach: Megan Croll Date: 11 October 2016
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Learning Area: Maths
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Learning Observed
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During iDevelop, the learners are given time to independently choose an activity that they can do either with someone, or by themselves. Today Lucy chose to show that she is able to identify all the numbers from 1-100 by filling in the missing numbers on a hundreds board. All the numbers were written in the correct order, size and shape.
Lucy then decided to circle all the even numbers by skip counting in twos.
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Evidence of learning
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Key Competencies/Vision Principles
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Lucy is capable of completing a learning activity independently. She was able to manage herself by finding an appropriate spot to work on this activity and put all the equipment away when she had finished with it. Lucy connected this activity to previous learning where we were skip counting in twos.
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Next Learning Steps
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Learner: Lucy Learning Coach: Megan Croll - LH2 Date: 22 September 2016
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Learning Area: Writing
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Learning Observed
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Language features, e.g. similes, are used to give our writing impact. A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’. Lucy has been learning how to use a simile in her writing. The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow.
Lucy participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows. After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.
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Evidence of learning
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Key Competencies/Vision Principles
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Lucy is demonstrating that she is:
Collaborative - sharing her ideas with her hapu group during a brainstorm session about rainbow colours.
Capable - identifying the most suitable object to compare with each rainbow colour in her similes.
Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work. The size and shape of all letters are formed correctly.
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Next Learning Steps
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Learner: Lucy Learning Coach: Megan Croll - LH2 Date: 18 July 2016
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Learning Area: Maths
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Learning Observed
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Today we were investigating what it means to classify objects. This is part of the geometry strand in maths, level 1. The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.
Lucy worked with her group to first group the objects by colour, then to separate the dinosaurs from the other shapes. They then classified them another way by putting all the animals into a circle. In their next rotation, Lucy supported others in her group to classify some wooden shapes. They put them into two groups - one group of shapes that were rounded and another group of shapes that had sharp edges or points.
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Evidence of learning
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Key Competencies/Vision Principles
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Lucy worked in a collaborative way by thinking and acting with her team. She was able to share her ideas with the other Learners in her team and listened to their ideas.
Lucy demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Lucy was able to manage herself by remaining on task and moving to the next rotation when instructed.
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Next Learning Steps
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Learner: Lucy Learning Coach: Megan Croll Date: 11 March 2016
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Learning Area: Maths
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Learning Observed
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Today the Learners were using our maths activities to support the learning of number knowledge. Lucy and her partner played ‘Elephant Tens’. This game reinforces number knowledge of how many tens are in a given number, e.g. 7 tens are in 70.
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Evidence of learning
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Lucy had a good understanding of how many tens were in a given number. She enjoyed feeling confident and was able to support her partner with playing the game.
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Key Competencies/Vision Principles
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Lucy is developing her Capabilities in Maths by learning how to play this game. She Collaborated with her partner and supported him with his learning. Lucy was able to use equipment correctly (Managing Self) and contribute positively towards the game (Relating to Others).
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Next Learning Steps
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