Learner: Harry, Tristan and Kevin
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area:
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Harry, Tristan and Kevin chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All three boys were beginning to work collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated a basic capability in understanding some parts of the three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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Monday, June 29, 2015
Tristan's Music Learning Story
Diamonds Maths Group Measuring Learning Story
Learner: Kim, Gary, Tristan and Helen (Diamonds) Learning Coach: Bex Remington Date: 29 June 2015
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Learning Area: iDevelop - Maths: Measuring Cubes
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Learning Observed
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The Diamonds maths group has been looking at measurement and how different units of measurement work. This session was focused on how to make estimates and measure using objects found around the habitat. The object we were using was popsicle sticks. The group decided this would be a good thing to use because they are all the same length and not many would be needed to measure large objects. Today we used an outline of Gary’s body to make our object to measure and the group decided which body parts we could estimate and measure. The learners had to estimate how many popsicle sticks they would need to measure different parts and this started a discussion about whether the sticks should be used end to end or lying beside it each. The group all decided that this would depend on the size of the object. It would take too many to measure the length of Gary’s body if we did side by side but this method would be okay to measure the width of a finger. The group agreed that this task was a fun way to learn about measuring because it was about them!
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Evidence of learning
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Key Competencies/Vision Principles
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The learners in the Diamonds group are developing their capabilities in measurement. They are able to discuss their answers showing that they understand language, symbols and text. All of the learners were able to work together and take on different roles within the task, which demonstrated participation and contribution and relating to others.
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Next Learning Steps
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Saturday, April 4, 2015
Tristan's Social Science Learning Story - 27.3.15
Learner: Tristan Learning Coach: Tracey Dillner Date: 27.3.15
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Learning Area: Social Science
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Learning Observed
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Tristan chose to learn about Ancient Greece during iExperience. He found it difficult to settle into his learning to begin with and needed a lot of adult assistance to engage with the topic. Once he was directed to an appropriate website, Tristan was able to read the information aloud to me and answer basic questions about the Trojan horse - who used it? What was it made of? Who hid inside? Once Tristan and I had had a conversation about the Trojan horse, he continued to read the website to himself. I noticed he struggles to read off a screen and wonder if he needs to have an eye test?
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Evidence of learning
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Key Competencies/Vision Principles
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After Tristan had assistance with accessing the information, he showed curiosity by continuing to read the text on his own. He showed that he could process some of what he had read and seen to answer questions when asked (Thinking). Tristan used the pictures to help him understand what the text was telling him (Using Language, Symbols and Text).
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Next Learning Steps
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Sunday, March 15, 2015
Why I like Ormiston Primary School
I like OrmPS because:
- i like ormistonprimary.school.becose its fun
- becase you can do eneythings
- you can play becose you get awords and severcet
Thursday, March 5, 2015
Literacy Learning Story
Learner: Tristan, Eric & Gary Learning Coach: DiWilkes Date: 18-02-15
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Learning Area: Literacy
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Learning Observed
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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.
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Evidence of learning
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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?
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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