Mathematic's Narrative Assessment

Learner: Jenny, Tammy, Suri, Ameerah and Ella                Learning Coach: Mr Hattie                Date: 28 July 2015

Learning Area: Learning Habitat 2 - Numeracy

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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.

Next Learning Steps

The group’s next learning steps are to: instantly identify before and after to 20. identify before and after to 100.

Narrative Assessment - 24 July 2015

Learner: Ameerah, Angkor & Suri    Learning Coach:Miriam Kamsteeg     Date: 24 July 2015

Learning Area: Developmental Task

Learning Observed

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.

Evidence of learning

See Blog post Below.

Key Competencies/Vision Principles

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).

Next Learning Steps

More tasks where Learners have to Collaborate Creating something different together with the Magnetic Shapes Share Learning with home

Collaborative - Friday, 24 July 2015