Making the Titanic ship

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.

Survival Swimming Narrative

Learner: Kim, Tristan and Zeill                Learning Coach: Mr Hattie          Date: 1 June 2016

Learning Area: Learning Habitat 1 - Survival Swimming Session

Learning Observed

For our Community Swimming Sessions we get at Ormiston Primary School we go through two Survival Swimming Sessions. This is a way to teach those skills that they will need in the event of an emergency around water. For example, if the learners were on a boat knowing to correct way to put on a life jacket and how to enter the water while wearing on so that you do not fall out of it. These are important skills to have. The learners had to put on a life jacket and they learnt how to safely enter the water while wearing a life jacket. This was the first time that they had all learnt this skill and at first they were a bit worried about entering the water backwards but by the end of the session all of them had successfully entered the water and swam themselves to safety. Learners understanding of their learning: Kim: I was excited about falling in and I made sure I held my nose so that water wouldn’t get in it. Tristan: I had to fall into the water backwards and swim to the other side. Zeill: I learnt that I have to go in backwards to the water. It was fun.

Evidence of learning

Kim, Zeill and Tristan about to fall back into the water correctly.

Next Learning Steps

Kim, Tristan and Zeill’s next learning steps are: How to respond when caught in the rip. How to swim to safety while in a life jacket.

Tristan's Temple Learning Story

Learner: Tristan Learning Coach: T.Dillner           Date: 20.5.16

Learning Area: Social Studies                 Key Competency: Relating to Others

Learning Observed

All of the OrmPS learners went on a trip to the Buddhist Temple in Dannemora. There were a range of different learning experiences offered to extend our connections to the world around us. One of the activities that Tristan participated in was to make a Lotus Flower. Tristan collaborated with one or two other learners to put the pieces together in the correct order and make sure the staple in the middle held them securely. At first, Tristan said “I can’t do this. I don’t know what to do”. After a while, he was able to make a strong effort to do the right thing and complete the learning to his best ability. Afterwards, he was able to talk about what the meaning of the Lotus Flower was.

Evidence of learning

Next Learning Steps

Have more confidence in your own abilities! Believe you can achieve! Make a StoryBird or Google Slide talking about your Lotus Flower or Temple learning.

what the 3g mean to you

what the 3g mean to you

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.