Vivian's Trash to Flash Learning Story

Learner: Vivian     Learning Coach: T.Dillner           Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Vivian selected Pets & Animals. She was curious about making a penguin out of scraps of paper. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. Vivian then took the template we used as a larger group and the personalised it to her penguin creation, demonstrating her capability with understanding the design process.

Evidence of learning

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Yuvika, Vivian, Ava : Rights and Responsibilities/ Citizenship

Learner: Yuvika, Vivian, Ava    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Vivian is participating in an iExperience session. This particular session focuses on learning about Rights, Responsibility and Citizenship. For this topic the learners are given the task of creating their own country. Today the first part of the task includes deciding on a name, emblem and motto for her country. To accomplish this task Vivian has to use Key Competencies such as understanding language symbols and text. In order to create a name, emblem and motto for her country she has to show curiosity by researching how existing countries around the world got their names, emblems and mottos. By using the internet to research Vivian shows that she is capable of using technology to execute a given task. Vivian is also being collaborative because she is working in a group with two other learners. His group is brainstorming ideas together for what the name, emblem and motto of their country could be.

Evidence of learning

Brainstorm for country name, emblem and motto

Next Learning Steps

Decide with her group on one of the names, emblems and mottos they brainstormed to be their final choice. Publish the country’s name, emblem and motto on a good copy. Learn about the contents of a national anthem and write one for the country she created with her group.

Learner: Norah,Alysia and Vivian      Learning Coach: Margaret Patrick            Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready to present. Their experiment was called “Sprite and Mint Mentos”. they were curious after watching a balloon become inflated due to the chemical reaction of soda and vinegar. They decided they wanted to make an experiment using a chemical reaction. After the first time they did their experiment they discovered that they needed a smaller neck on their bottle and the right effervescent lollies. Norah was instrumental in bringing the materials for their experiment. Link to slideshow presentation.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Animal Habitat, Digitise It Learning Story - August 2015

Learner: Vivian                                                                  Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Vivian has been building her language and developing her understandings of the many ways the natural world can be represented.  Vivian is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used her curiosity to research the adaptations for her selected animal the Owl.  She recognises that all living things have certain requirements so they can stay alive and could identify these for owls.   Vivian was fortunate enough to go on a field trip to the zoo (with her mum too!) where many animals captured her curiosity.  She used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  She needed to create a habitat that would be suitable for an owl.  She opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it.  She went through a rigorous design process that involved connecting with information through researching to create a fact file on the Owl, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications.  Ask her to show it to you!   Vivian collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence to the Learning Coaches and learners in LH1.  You can see her assessment here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents create a product of their learning eg. google presentation to show all of the steps create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?!

Vivian's Collaboration Learning Story - July 2015

Learner: Vivian                      Learning Coach:   DWilkes                Date: 22-07-15

Learning Area: Key Competencies (Collaboration)

Learning Observed

On our first day back in Term 3 we had a super day of “Collaboration” immersion activities.  While the learners worked on the Collaboration Challenge in mixed ability, mixed year level groups they collaborated on a variety of tasks which encouraged discussion, problem solving, perseverance and teamwork.  It was great to observe Vivian as she was very engaged in the tasks, demonstrating patience, sharing and teaching others.  I noticed that Vivian took a lead during the ‘crocodile’ challenge.  She calmly demonstrated and explained her ideas, welcomed ideas from others and took turns.

Evidence of learning

Designing a kiwi habitat           Using Pic Collage to collect evidence    Using teamwork to master a challenge                 Designing a float

Key Competencies/Vision Principles

Right from the start Vivian embraced the challenge demonstrating collaboration strategies such as asking questions and making decisions together.  This activity challenged her and her team to develop their problem solving skills (Thinking).  She definitely related well to others and managed herself to maximise their collective learning.

Next Learning Steps

grow capacity for collaboration by working with a variety of learners practicing asking questions use a new digital tool like Storybird to write a collaborative story focusing on the learning of the activity rather than racing to get it finished, she needs to take her time and be thorough when researching to answer

Vivian's Literacy Learning Story

Learner: Cassandra & Vivian    Learning Coach: T.Dillner           Date: 2.6.15

Learning Area: Literacy - Handwriting

Learning Observed

Recently, learners in Mrs Dillner’s Literacy group have been working on proper letter formation, beginning with the letters that start with a ‘c’ shape. Cassandra & Vivian have shown that they are able to use the top, middle and bottom spaces on the line. Their letters mostly follow the correct writing pattern, but they will need to work on using this consistently in their books. While completing this task, each of these girls tried their best and worked quickly and efficiently.

Evidence of learning

Cassandra and Vivian also worked with Hannah and Komal.

Key Competencies/Vision Principles

Cassandra and Vivian both showed their capability of using the correct way of writing ‘c’ start letters on a lined white board. They listened to the instructions and applied them to their own learning (Managing Self). Both girls wrote tidily and began showing that they were ready to move to the next step in this area - adding flicks to their letters. They identified this themselves which demonstrates they can connect where they are now to where they need to be.

Next Learning Steps

Show the same care and correct formation in all written work regardless of the book or sheet they are writing on. Use smaller lines in their books and demonstrate the same ability to use the top, middle and bottom space.

Vivian's Maths Learning Story

Learners: Komal & Vivian    Learning Coach:  T.Dillner          Date: 21.5.15

Learning Area: Mathematics

Learning Observed

During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Komal and Vivian could subtract together. In pairs, all of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Komal and Vivian were subtracting 8 each time. When they were finished, they could check if they were correct by looking on the back to see if their strings matched the answer pattern. When they were not right, they had to undo the string and fix their answers.

Evidence of learning

Key Competencies/Vision Principles

Komal and Vivian worked collaboratively to subtract eight from a variety of numbers under 20. They used their curiosity to drive their learning - they wanted to use this new learning tool and find out if they were correct or not. They were capable of successfully completing this task once each. They worked well together by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). They also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).

Next Learning Steps

Progressively move onto more complex subtraction equations that are two-digit minus two-digit e.g. 21-12 = During Numeracy time, work together to complete all of the orange subtraction cards.

Vivian's Music Learning Story

Learner: Komal, Samantha, Sameeha and Vivian     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Komal, Samantha, Sameeha and Vivian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.