Learning Story

Drama Learning Story - May 2015

Learner:   Kim, Kavish and Ved                                                 Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Kim, Ved and Kavish worked collaboratively together to use dramatic techniques to explore drama elements and conventions and exhibited a real passion and enthusiasm for performing.  When asked to create a dramatic 1 minute skit about a culture, the group selected Japan and brainstormed some different ideas of what they could dramatise.

Evidence of learning

The team makes effective use of space, facial expressions and movement while they mime the act of making sushi.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Work on creating a longer performance by adding more than one act

Ved's Narrative Assessment- Project Geos- 23.03.15

Learner: Ved                 Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Ved selected ‘Project Geos’ for his iExperience activity this week.  Today Ved learned all about different geographic features in order to create a map for a country of his own invention.  Ved asked what the difference was between a ‘gulf’ and a ‘bay’ and ws keen to see and discuss examples to solidify his understanding.  Ved had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘’Spooky”.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, Ved will need to complete this and think carefully about his map design.

Evidence of learning

Ved’s google doc can be found here.

Key Competencies/Vision Principles

Ved took time to get started but then he managed himself well today and related well with others.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification and I encourage him to do this more often so he can maximize his use of time.   Ved is developing his capability in map making and exploring his creativity.  I wonder if Ved will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Draft the map of his country Design a flag for his country Create a population map for his country

Ved's Narrative Assessment - Math & Digital Technologies - 15.03.15

Learner: Ved             Learning Coach: DiWilkes            Date: 15.03.15

Learning Area:  Maths

Learning Observed

Ved was in a group of learners selected to work with Ms Wilkes as their PAT Maths and IKAN scores demonstrated their high ability in maths.  They have had two sessions in which they  have set up Digital Math Journals where they will solve mathematical problems and explain their thinking using mathematical language.  These journals will capture their learning in maths over time and become rich evidence.  These learners were able to login, create a new tale, including a title page and first page with a problem which they have begun to solve using their mathematical language.  This tool affords them the ability to add audio, text and images (hand drawn or photos) and is an excellent medium for capturing how Ved breaks down the parts of a problem to solve it.  Ved is quick to start and does not hesitate to seek clarification when he is unsure.  He is able to unpack algebraic equations explaining how and why he is doing each step.

Evidence of learning

Assessment Results: Stanine 8 for Year 5 (29/35 on PAT Maths, Working at Stage 5 (IKAN) Littlebirdtales: please click to view the beginnings of the Digital Maths Journals- Ved

Key Competencies/Vision Principles

Ved has managed himself very responsibly, relates well with others and participates and contributes enthusiastically.  His technical capability has grown significantly since the beginning of the year (eg. he can embed media into his google site and hyperlink)  and other learners often ask him for assistance.  His capability in maths is clear from the assessment results.

Next Learning Steps

Access www.littlebirdtales.com at home and practice one maths problem per week Register for https://e-ako.nzmaths.co.nz/  (using his Mathletics username and password and the email address learninghabitat1@ormistonprimaryschool.com) and begin his pathway Link evidence of his learning in maths to his math progression spreadsheet

Ved's French Learning Story - 13.3.15

Learner: Ved     Learning Coach: Tracey Dillner           Date: 13.3.15

Learning Area: Learning Languages - French

Learning Observed

Ved was fully engaged for the entire iExperience French lesson that he opted into. He worked hard to practice the French alphabet by repeating each letter aloud and it’s corresponding image. Ved also applied himself to trying out the finger spelling alphabet that Deaf people use in France. When we arrived at the independent part of the lesson, Ved was able to locate the website Duolingo.com and log in. Once there, Ved set the pace of his own learning and remained focused for the next 30mins. I was impressed at how Ved was able to set high standards for himself and challenge himself to beat his own personal best. I wonder if he does this at home too?

Evidence of learning

Ved showing that he had independently completed four lessons during our iExperience session.

Key Competencies/Vision Principles

Ved was highly motivated and was intent on challenging himself. Seeing Ved do this was impressive as it demonstrated he was capable of remaining on task and completing more than the basic expectation. The session ended before Ved could quite finish the entire first level of Beginners French, but this did not stop his drive to succeed - all he wanted to do was keep going (Managing Self). I wonder if Ved went home and worked more on this over the weekend or in the following week? Ved was very speedy to absorb the new ideas and vocabulary presented in all areas of the lesson. He could transfer this knowledge from English to French and back again (Using Language, Symbols and Text).

Next Learning Steps

Continue to work on Duolingo.com at home or during iExplore. Is French the language Ved wants to pursue more? Or is there another language that is more appealing for him? Use what he has learnt so far to make a presentation or video for other people to learn from.