Mathlympics Narrative- Week 4&5

Narrative Assessment: Learning Coach:  Diana Wilkes         Date: 25 August 2016 Stephan, Joshua, Nehal & Tristan

Learning Area:         Maths                                               Key Competency:    Using language, symbols & texts, Managing Self NZC AO:                   Level 2 Measurement→ Create and use appropriate units and devices                                       to measure length, area, volume and capacity, weight (mass), turn                                       (angle), temperature, and time.

Learning Observed

These boys have participated in the Mathlympics iExperience which has involved a series of measurement challenges, a BreakOut code team problem solving task in Week 4 and the archery challenge in Week 5.  The mini-mathlympics iExperience enabled the boys to be curious as they explored the resources in the various mathlympics activities where they measured volume, capacity, distance, time and practiced setting up a calendar. They were encouraged to explore the different resources and see how they could build on their maths capability. They connected the knowledge that they already had about good ways to practise maths capability with the equipment and used it to make conclusions about what to do with the equipment.  In the BreakOut EDU activity Joshua and Nehal were very excited and they all collaborated well and managed to crack some codes. It was great to observe how well they collaborated together with the new additions to their team and how they applied their prior knowledge to the bow and arrow design.  Joshua, Aarav and Nehal worked together on their design while Stephan and Tristan designed their own bow & arrow.  They were inspired by some videos before they began to draw their design and list the materials needed.  They built their design with materials making modifications as they went and practiced shooting before the final competition.  It was wonderful to see how enthusiastic they were in this learning and their reflections demonstrated this.

Evidence of learning

Next Learning Steps

Tell your family about how you improved your bow and arrow to make it shoot farther Write a blog post to reflect on the learning especially what you’d do differently next time. Practice measuring at home (eg. when cooking) Try to improve your bow and arrow or make a new design- what makes it better?

Collaborative iExplore Brainstorm of Curiosities

Learners: Harry, Ziell, Joshua & Tristan Learning Coach:   Stephanie Hooker         Date: 24 August 2016

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore today we worked collaboratively in small groups to share and record our wonderings and questions.  The focus for this particular activity was to identify areas of learning for our future iExplore learning adventures.  We share ideas for topics and make open ended questions that we can research and explore. Providing our learners with the opportunity to make choices about their learning promotes self directed learning, and research tells us this increases focus and motivation. Ziell, Harry, Joshua and Tristan co-constructed some wonderings and recorded them in a shared mind-map so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning & learner voice

Harry - I wonder “How old is the Pacman game?” Tristan - I wonder “How far can a paper plane go?” Ziell - I wonder “if we can learn about geocaching” Joshua - I wonder “Why Pokemon is bad for you’

Next Learning Steps

Chose one idea to explore  and decide whether you will Create, Research or Organise your topic Form this wondering into an open question eg. Why…? What if…?  How…? Will you work independently or with a partner or a small group? Make a copy of our online planning and design templates and get started! Share learning at home

25th august 2016

the best thing today was...make my upgrade bow and arrow at iexperience.

ireflect

monday 22th august 2016

i learned how many people dissipate at he olympics

ireflet

                                               ireflect FRIDAY19thAUGUST2016

MY FAVOURITE LEARNING EXPERIENCE THIS WEEK WAS NOTHING

               

ireflect maths

                                                        tuesday 15th  augusrt 2016

in math i learned how to draw or do a dot plot it is fun i know i learned it because i know about it 

How to make a dot plot - YouTube

what is a dot plot a dot plot is  A dot chart or dot plot is a statistical chart consisting  of data points plotted on a fairly simple scale, typically using filled in circles. There are two common, yet very different, versions of the dot chart.

ANDREW NICHOLSON

Andrew Nicholson at Lake Lyndon - YouTubei learned what sport did  ANDREW NICHOLSON played in the olympic

Learner:  Stephan, Tristan, Seline, Toni                 Date: July T3- Wk 1, 2016 Learning Coach: Margaret Patrick                         Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to build the highest tower of cups. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.