Narrative Assessment

Speech Narrative Assessment

Tristan Learning Coach:   S Hooker & D Wilkes         Date: 2 September 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their capabilities in speech writing. Tristan participated in workshops to plan, write, edit and present his speech.  The learners were introduced to persuasive language, speech organisation and effective speaking skills & strategies.  He used feedback provided by the Learning Coaches and his peers to make improvements to his overall performance.  The use of a google document allowed Mrs Hooker and Ms Wilkes to provide ongoing feedback to the learners regarding their speech content, organisation and persuasive writing. Tristan was reluctant to collaborate with other learners to practice and apply his presentation and speaking skills.  The learners used iPads to record each other speaking and used these recordings to observe, notice and make changes to their volume, pace, eye contact, body language and overall confidence.   Tristan was refused to share his speech with his fellow peers so presented his speech to one other learner and one Learning Coach. His speech topic would have been enjoyed by others, so perhaps next time he would like to share his information with a larger group.

Evidence of learning

Please see the following link: speech doc

Next Learning Steps

See the Assessment Rubric

STEAM iExplore @OSC

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

Learner :Tristan    Learning Coach: Margaret Patrick       Date: May, 2016

Learning Area:  Clay -Visual  Arts                            Narrative Learning story

Learning Observed

Tristan was curious to explore the elements of clay: its texture and its ability to be moulded into a shape. He chose to be a member of the i Experience  Clay:Sticky-Tricky OR Plastic- Fantastic and collaborated with the other learners in the group. Tristan had 2 challenges to create two items from a slab of clay. During the challenges he was continuously engaged in a reflection process examining ways to overcome failures and share newly discovered successful techniques connecting with others in the group. Tristan created a flat plate and applied pattern to it and a 3D bird body shape which he had to join a round head shape and add parts like wings, tails and other details.He participated in a group reflecting on the qualities of clay using a Y chart. During the process he learnt the techniques of hatching, using slip, and moulding when adding 3D shapes and motif pieces to clay. He used a range of clay tools and learnt how to store clay to maintain its peak condition for reuse. He used his thinking and curiosity to solve his problems. He developed his capabilities but at the end he squashed his bird.

Evidence of learning

Next Learning Steps

Being able to creatively use this medium in other areas of the curriculum in the future. Continue to make tiles and beads and create a totem pole in his time. Share his skills and knowledge with other learners who might like to use clay to depict/model their learning in the future.

Tristan's Fractions Learning Story

Learner: Tristan Learning Coach: T.Dillner           Date: 10.6.16

Learning Area: Maths             Key Competency: Using Language, Symbols & Text, Managing Self

Learning Observed

Tristan was using Mathletics as part of his daily learning. The task that he was completing involved finding a fraction of a group e.g. ¼ of 24 or ⅜ of 32. While he was doing this, Tristan didn’t fully understand what the question was asking him to do. Tristan made a capable learning decision and came to look for help. This shows that he was also curious to know the answer and extend his knowledge. First of all Tristan collected some counters so he could physically move the materials around and understand how to make even groups. Then he practiced his basic facts by completing simple multiplication equations like 3x4, 8x3, 6x4. Afterwards, Tristan was able to complete the set Mathletics tasks on his own without using the counters to help him. Tristan - “I was learning about fractions. When I was learning I was moving the beans to make groups to have the same numbers. I was curious because I was asking questions.”

Evidence of learning

Next Learning Steps

Keep it up with making great responsible learning choices. Practice more fractions based Mathletics tasks at school and at home. Attend some of the opt-in Maths workshops about fractions.

William C & Tristan's Learning Story - Read to Someone/Listen to Reading

Learners: Tristan & William C    Learning Coach: T.Dillner           Date: 18.2.16

Learning Area: iDevelop - Reading

Learning Observed

As part of our Reading programme in LH1, the learners have been learning about the parts of the Daily 5. This covers a range of activities to enhance capabilities in Literacy. Saif and Nehal were spending time reading to one another. This is one aspect of the Daily 5 where learners sit elbow to elbow and knee to knee in order to best communicate to one another. They took turns at reading and listening, following along with the text and pictures. Saif and Nehal selected their own books by practicing how to connect the parts of the ‘I Pick’ method - What is the purpose of this book? Is the book interesting? Can I understand/comprehend what is happening? Do I know all the words or are there some that are tricky?

Evidence of learning

Next Learning Steps

Read with a loud clear voice. Ask each other questions to develop curiosity e.g. What was your favourite part? Why do you think ______ happened?

Toni, Tristan, Seline & Alesha's Connected Challenge Learning Story

Learners: Toni, Tristan, Seline & Alesha     Learning Coach: T.Dillner            Date: 5.2.16

Learning Area: iExperience - Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. To introduce this, the Learning Coaches set up a series of challenges for the learners to complete. Each challenge was worth a different amount of points and the teams had to work together to get the highest amount to win. One task was to get all team members to cross the ‘Nile River’ (the width of one netball court) using only three hoops. Toni, Tristan, Seline & Alesha had to discuss ways to make this work before attempting it. They needed to think about how their words, actions, attitudes and ideas impacting the success of the team. Each learner was able to act in a collaborative way in order to achieve the joint goal of crossing the ‘river’. They were capable of devising a method to connect their strengths and remain safe from the Nile Crocodiles!

Evidence of learning

Next Learning Steps

Swap roles so other members of the team retrieve or replace the hoops. Make a point to do some iDevelop learning with one of their team members and build this relationship.

Tristan and Eric's Creative Writing Learning Story

Learners: Tristan & Eric    Learning Coach: T.Dillner           Date: 13.10.15

Learning Area: Literacy - Creative Writing

Learning Observed and Vision Principles

In Term 4, I am working with the Yoyos on a Tuesday specifically for Literacy. Today was our first session together and we started with a story called “Badjelly the Witch” by Spike Milligan. This was the inspiration for our Creative Writing - “Our Potion” - which encouraged them to show curiosity. The learners had to name their potion, explain what powers it gave people, write a set of make believe ingredients and describe which ingredient was the most important to have. Tristan and Eric chose to name theirs ‘Invisibility’ which can make people invisible. They had a whole range of creative ingredients including gold money, mango, frozen coke and clay to name a few. Collaboratively, they decided that the most important ingredient to include was apples because they would make the potion healthy. Tristan and Eric were capable of following every instruction, completing the task unassisted and handing it in before time was up. I was very impressed to see this!

Evidence of learning

Next Learning Steps

Next Tuesday the Yoyos group will be writing a set of instructions to tell the reader which order they need to add the ingredients to the potion and how long to boil it for. Think about how the name of the Potion could be more creative or exciting. Edit or change the ingredients to suit the feedback questions I have left on the bottom of the page.

Learner: Justin V, Mohammed and Tristan     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 on time. Their experiment was about creating a shock using static electricity from a balloon, transferred to a plastic spoon wrapped in foil as a conductor. They were not prepared with materials for the day of their experiment. They relied on Mrs Patrick for the balloon and plastic fork. Mohammed brought the foil from home and Justin brought the plastic gloves. When they first tried the experiment, it appeared it wasn’t working but they had missed an important step. I asked them to read the procedure again and they realaised that they needed to touch the fork with the other hand’s finger. They were trying to rub the balloon on their hair and when I suggested rubbing faster on my top the reaction was a lot stronger. During the demonstration apparently they could get any shock. They probably needed a new balloon as the the original one was slightly soft and deflated. They didn’t try rubbing on their clothes. They called their experiment “Shocking Lightning”. Refer their slide show 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.