Curiosity quest

Learner: Tristan                                                  Learning Coach :R.Moopanar      Date:  23 October 2016  Week 1-2                                         Learning Area: Science

Learning Observed

For the past few weeks the learners have been engaged in a curiosity quest!  The learners were given the choice of 8 curiosity quests which included: Why it is important to learn about eggs, imaginary planets, can humans live on another planet, why are New Zealanders called kiwis, how did dinosaurs live, telling the time and why is the solar system an exciting place - each of which would develop their curiosity.  Shaval and Tristan enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the planets of the solar system and make connections to their prior knowledge.  They watched videos and created a KWL chart about what they knew and what they wanted to learn about the planets of the solar system.  They created a slideshow of their learning.  Shaval also supported Tristan with finding information - great collaboration and leadership.  Thereafter they worked collaboratively to design and create a poster to compare and contrast two planets of their choice .  In order to create the poster successfully there was a lot of discussion.  They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve.  See their presentation here.

Evidence of learning

Next Learning Steps

Create another, more complicated presentation Share it on your blog and/or teach another learner something that you have learnt Show the presentation to your family at home Use other ways to present your work

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

Digitise It, Animal Habitat- August 2015

Learner: Tristan                                                                         Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Tristan has been building his language and developing his understandings of the many ways the natural world can be represented.  Tristan is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used his curiosity to do some basic research on his animal, the jaguar.  Tristan is beginning to recognise that all living things have certain requirements so they can stay alive and could identify some of these for the jaguar.   Tristan was fortunate enough to go on a field trip to the zoo where many animals captured this curiosity.  He used the learning from the zoo trip to create his creature using the www.buildyourwildself.com wesbite.  Tristan then needed to create a habitat that would be suitable for his creature.  He opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in Minecraft and demonstrate his capability at using it.   He went through a rigorous design process that involved connecting with information through researching to create a fact file on the jaguar, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Tristan couldn’t use Minecraft in the end and created his habitat by drawing it.  Ask him to show it to you!

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents treat online spaces with respect follow through on your designs- finish the minecraft habitat at home practice presenting so you are prepared- why don’t you present to your family?!

Literacy Learning Story

Learner: Tristan, Eric & Gary    Learning Coach: DiWilkes                      Date: 18-02-15

Learning Area:  Literacy

Learning Observed

Eric, Tristan and Gary started Ormiston Primary School on Day 1!  They are in LH1 with 50 other learners. The 3 boys are all English Language Learners at differing levels in both oral and written.  I have spent the iDevelop time with these three boys for 2 weeks.  When I worked with them as they created their alphabet dictionary in their learning books  they were able to identify items to match each letter.  They are eager to learn.When I first sat with Tristan Eric and Gary we were learning about the four vision principles. and they really liked to use the whiteboard table to write and draw their ideas about ‘connect’ ‘collaborate’ ‘curiosity’ and ‘capable’ and have lots of creative ideas.  On a visit to Te Manawa, the boys were initially squeamish when prompted to work with their ‘girl’ partners while we looked for the animals that start with c or the 2 syllable words in their picture dictionaries but their competitive and playful natures won over quickly.  They are understandably dependent on Learning Coach scaffolding preferring one-to-one attention from an adult at all activities but enjoy working as a trio.  Tristan is often able to support the others with instructions.  Gary, Eric and Tristan love their learning time- especially games and online activities.  I noticed that the boys really began to engage when they were given the picture dictionary. Eric has been gaining confidence in persisting with his writing for the past two weeks. To extend this today we continued to craft his alphabet dictionary.  Through Gary’s interest in playing games he has developed skills in letter recognition. For example,  he loves to play alphabet ‘SNAP’, laughing and smiling all the while.

Evidence of learning

Video I can see Tristan’s confidence with speaking and reading independently has really grown. Today he was asking me all kinds of questions and using some new words like ‘curious’ and ‘superpowers’.While I was working with Gary and Eric on the ChromeBooks, I noticed Tristan had finished his alphabet work quickly. He and Gary were eager to read more stories on BugClub.  I wonder if they practice reading and writing at home?

Key Competencies/Vision Principles

The boys have demonstrated their curiosity and ability to connect with each other during their literacy sessions with me.  They achieved 47 (Gary), (50) Tristan and 52 (Eric) on the letter ID assessment and the confusions were around i/l, p/d and b/d. They are developing their collective  ability to be responsible for themselves and their learning tools- being on time for sessions and tidying up (Managing Self) with fewer prompts.  nThey are all working with and making meaning of his alphabet knowledge to so they witill be better able to decode and construct simple texts independently (Using Language, Symbols and Texts).

Next Learning Steps

Use BugClub and Sunshine Online at home for more practice Practice writing out the alphabet each day, with both the capital letter and the small Read aloud the books that are being sent home as much as possible, repetition is good! Explicitly teach the use of capital letters at the beginning of a sentence and for proper nouns Share their work at home through their google drive using the Online Accounts that were sent home Maybe use of Sunshine Online would support/extend his thinking/learning