Learner: Suri and Sanad Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).
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Next Learning Steps
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Monday, 7 December 2015
Narrative Assessment - iExperience - Term 4, 2015
Wednesday, 21 October 2015
Reading Group Narrative Assessment
Learner: Evie, Ethan, Suri, Shams Learning Coach: Mr Hattie Date: 22 October 2015
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Learning Area: Learning Habitat Two - Reading Group
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Learning Observed
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In our reading group session we were looking at retelling and discussing the text. This is something that we found was a gap that we had with this reading group. The task was to read the first 4 pages aloud and then with a partner retell what you just read with reference to the text specific words in the text. As I was listening I heard some really great discussions. Ethan was reading a story about climbing and climbers. He was so excited to tell the group about how the book was about climbers “like William Pike”. This was a great connection to his own life. William Pike is the speaker that we have been discussing in our Habitat. Evie and Suri were talking about the similarities in their books. Shams was so engrossed in his story that he finished the whole story and then retold it perfectly. He even showed the pictures while he was retelling it.
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Evidence of learning
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Ethan, Shams and Suri reading and showing their stories.
Evie reading her book and using correct sound techniques.
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this group session was “thinking” as the learners were thinking about what they were reading and what are the important parts they need to mention. Also, “understanding symbols and language” was being used as they were using their reading strategies to help understand the text.
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Next Learning Steps
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This group’s next learning steps are:
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Wednesday, 14 October 2015
Math Narrative Assessment
Learner: Suri Learning Coach: Mr Hattie Date: 15 October 2015
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Learning Area: Learning Habitat Two - Mathematics
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Learning Observed
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This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Suri last term she was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now she is able to do it instantly. This shows that it is knowledge and how hard Suri has worked over the term. She was very excited when I told her that she had moved up to the next level.
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Evidence of learning
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Here is the results of Suri’s test.
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Key Competencies/Vision Principles
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Suri is developing her capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing her at first. Thinking is being used as she had to think very hard about the different symbols when practicing.
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Next Learning Steps
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Suri’s next learning steps are:
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Sunday, 13 September 2015
iExplore- Cubism
Learner: Suri Learning Coach: Luisa Maloni Date: 4th September, 2015
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Learning Area: iExplore: Visual Art: Cubism
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Learning Observed
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We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Suri used the elements of shape and fracture to create a study of a tree and a painting. Suri used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. In her painting she experimented with different shades of one colour to define these areas. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Suri experimented with a range of subjects for her final work using ideas from her artistic exemplar.
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Evidence of learning
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Suri uses an artistic exemplar to explore ideas about Cubism. She creates a number of different studies to explore and refine her ideas- that’s what professional artists do! I can’t wait to see her final work!
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Key Competencies/Vision Principles
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Suri demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.
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Next Learning Steps
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Tuesday, 18 August 2015
Monday, 27 July 2015
Mathematic's Narrative Assessment
Learner: Jenny, Tammy, Suri, Ameerah and Ella Learning Coach: Mr Hattie Date: 28 July 2015
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Learning Area: Learning Habitat 2 - Numeracy
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Learning Observed
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Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Tammy was making sure that he always explained her reason why she gave that answer. Suri started off by calling out the answer but she quickly got the habit of discussing with her partner. Ameerah didn’t want to discuss, but when Jenny asked her what she thought Ameerah explained her answer. Jenny was great at encouraging others to contribute. Ella was very good at explaining the answer to those who struggled getting the answer this help those people to improve.
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Evidence of learning
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.
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Next Learning Steps
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The group’s next learning steps are to:
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Sunday, 26 July 2015
Narrative Assessment - 24 July 2015
Learner: Ameerah, Angkor & Suri Learning Coach:Miriam Kamsteeg Date: 24 July 2015
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Learning Area: Developmental Task
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Learning Observed
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This afternoon the Learners were working on different tasks, developing a range of skills from fine motor skills to social skills.
I saw a group of Learners who were working together with the magnet shaped to create a huge star. I asked them what they were doing by working together. They said, “Collaborating!” When they had finished they came to me to show me the completed star.
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Evidence of learning
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See Blog post Below.
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Key Competencies/Vision Principles
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The Learners were Collaborating to build this. They were able to work one task continuously over a period of time (Managing Self). They were listening and talking with each other to make this (Participating and Contributing). They thought of the best way to build a tall tower to ensure that it did not collapse in the middle (Thinking).
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Next Learning Steps
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Thursday, 23 July 2015
Thursday, 25 June 2015
Tuesday, 23 June 2015
Wednesday, 17 June 2015
Tuesday, 2 June 2015
Narrative Assessment - Suri Math
Learner: Suri Learning Coach: Abby Morgan Date: 3 June 2015
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Learning Area: Math
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Learning Observed
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Our current math focus has been on developing learners ability to quickly solve addition problems using materials (counters) and imaging (solving it in their head). We began our math workshop by playing a new game. Each learner took a turn to roll the dice and we put the numbers into the first two hearts to create an equation. As I worked alongside Suri I noticed she was using the materials (counters) to solve the math problems. I asked her to show me how she had solved 4+3. Suri told me that she used the counters and when she had put the two groups together had counted from one. After completing 6 questions as a group the learners went away and continued to solve the questions themselves.
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Evidence of learning
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Key Competencies/Vision Principles
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During our math workshop Suri was demonstrating her ability to apply the Key Competencies of thinking and using language symbols and texts. She displayed thinking skills as she used materials to solve the math equations and used the correct math language and symbols to record her thinking. She was also showing the vision principle of capable.
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Next Learning Steps
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Narrative Assessment - Literacy: Writing
Learner: Suri Learning Coach: Abby Morgan Date: 2 June 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Our writing focus today was about creating recounts about our weekend. Together the learners discussed their weekend and identified what they wanted to write about. I began by working with Suri to identify the keywords that were needed to add to her story about going shopping. She came up with some great describing words. Together we created a success criteria (what I need to have to be successful), Suri suggested that we need to include full stops as part of our to be successful list. Suri went away and began writing, when she returned we read her work together. She has attempted to spell words that she doesn’t know and can identify the key sounds. Suri met 3 of the 4 items in the success criteria. Great writing Suri!
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Evidence of learning
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 Suri is developing her ability to hear the beginning sounds in words. |
Key Competencies/Vision Principles
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Suri has been developing the school vision principle of capable as she has spent time working towards developing both new and existing skills. She has also be displaying the key competencies of managing self, thinking and using language, symbols and texts. Suri has displayed thinking skills as she recalls and extends her knowledge about writing (using language, symbols and texts).
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Next Learning Steps
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Wednesday, 18 March 2015
Learner: Zoey, Simar, Fernanda, and Suri
Learning Coach: Abby Morgan Date: 9 March 2015
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Learning Area: Numeracy
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Learning Observed
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During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!
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Evidence of learning
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Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.
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Key Competencies/Vision Principles
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During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had to be able to recognise and understand the mathematical language and symbols.
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Next Learning Steps
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Sunday, 15 March 2015
Learner: Suri and Katara Learning Coach: Abby Morgan Date: 2 March 2015
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Learning Area: Literacy - New Zealand Sign Language
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Learning Observed
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Today during literacy time Katara and Suri found the New Zealand Sign Language alphabet sheet and together were practicing signing the alphabet. As they were flipping through the sheets they were assisting each other with the recognition of the letters and helping to ensuring the correct sign was used. They both were able to quickly identify the letter in English and New Zealand Sign Language, and had more time been available this learning could have been extending to creating words.
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Evidence of learning
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Suri and Katara were enjoying using the flip chart to develop their knowledge of New Zealand Sign Language.
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Key Competencies/Vision Principles
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Suri and Katara were applying the Key Competency of Relating to Others, Using Language Symbols and Texts, as well as Thinking. Both Katara and Suri were having to apply their knowledge of both the New Zealand Sign Language alphabet and the English alphabet. They were relating to others and applying the school principle of collaborating through their sharing of ideas and working cooperatively together.
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Next Learning Steps
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