Vivian's Satellite Learning Story

Learner: Vivian Learning Coach: T.Dillner           Date: 7.3.16

Learning Area: iExperience - Space                     Key Competency: Thinking

Learning Observed

The learners had six activities to choose from to extend their knowledge about Space. Vivian chose to take part in one that required problem solving and thinking skills. She had the option to make either a Mars Rover or a Satellite and picked to do the Mars Rover. With the provided materials, she had to make a connection between her own version and the image that was shown on the screen. Vivian showed curiosity by using the materials in specific ways and both tried to use as much detail as possible in her creation.

Evidence of learning

Next Learning Steps

Complete the models in the morning before school begins. Answer the discussion questions about their models, listed on the slideshow.

Charlotte, Norah, Vivian & Helen's Chinese Lantern iExplore Learning Story

Learners: Helen, Norah, Charlotte & Vivian Learning Coach: T.Dillner           Date: 25.2.16

Learning Area: iExplore - Chinese New Year                                               Key Competency: Using Language, Symbols and Text, Relating to Others

Learning Observed

Helen, Norah, Charlotte and Vivian chose to complete an iExplore where they could make something to show their learning. When we began this, it was near to Chinese New Year and the girls opted to use this as their topic of curiosity. They were particularly fascinated with the Chinese Lanterns. To begin with, they needed to ask questions about how the Chinese New Year and Chinese Lanterns were connected. To do this, they focused mostly on using the 5W’s and 1H. After doing some background research, Helen, Norah, Charlotte and Vivian had to collaboratively agree on a method and set of materials that they would use. Finally, they made their lanterns according to their research and ideas, and added their own creativity too.

Evidence of learning

Next Learning Steps

Share this learning with another group of learners by making a presentation or video. Explain their choices of colour and materials e.g. why has a woollen tassel been added?

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.

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 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.