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.