term 3 day 1 ireflection

something  new i learned today is making the cups into a tallest tower.
What I liked about my learning today is Quick Writ because I wrote about my best holiday.

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.

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