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.

iExplore Narrative Assessment

Learner: Tristan                                                      Date: September 2015

Learning Area: iExplore                                     Learning Coach: John Dyer

Learning Observed

During Term 3, Tristan and his learning group have been finding out about a variety of things that interests them. We have been identifying which of our Vision Principles are best used to make the iExplore a success. Tristan has been learning to breakdown his iExplore projects into manageable steps beginning with a brainstorm of ideas, then identifying ‘What’ the iExplore will eventually look like before following a step by step plan that brings the iExplore to life. Tristan has been focussing her recent learning on making a Top Trump Card while also spending time time producing a WW1 project which he shared with his group.

Evidence of Learning Here is a link to Tristan’s Minecraft Club iExplore

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Once the iExplore learning process has been learned by Tristan, it is important for him to visit it regularly and use it to help work out his next learning steps. He can work on his iExplore projects at school and at home and should be inspired to follow each through to conclusion that he can be proud of.

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.

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?!

Tristan's Zoo Narrative Assessment - July 2015

Learner: Tristan Learning Coach :   DWilkes                               Date: July 30, 2015

Learning Area: Science

Learning Observed

Our trip to the zoo was a lot of fun and learning for Tristan.  He was part of a smaller group while we toured the zoo visiting animals from around the world and observing their behaviour and habitats.  Tristan enjoyed looking at the animals and asked lots of questions.  For example “why do they have pink bums?” about the baboons and ‘why do they stand on one leg?’ about the flamingos.  He thought is was very amusing that one of the elephants had the same name as his classmate “Anjli”.  Tristan was attentive, collaborative and curious.and enjoyed the opportunity to talk about what he already knew about animals and what they need to survive.

Evidence of learning

Key Competencies/Vision Principles

During the animal encounters with the zoo keepers Tristan demonstrated his curiosity when he got to touch the elephant tooth and ivory.  He asked ‘what do they use ivory for?’ and ‘why is the tooth so bumpy?’.  Tristan demonstrated progress with managing self during the zoo visit by staying with his group, buddy and listening to instructions.  He was collaborative and participated and contributed in all 3 animal encounters: flamingos, cheetahs and elephants.  His favourite was the elephants.  Tristan connected to his learning at school and could tell me which continent a lot of the animals came from.

Next Learning Steps

Tristan would enjoy and benefit from visiting the Auckland zoo website to learn more about the animals and their habitats. -share and contribute his ideas and questions with the wider group -use his learning and wonderings in his Habitat Design learning adventure when we go back to school -make connections to his observations of the animals habitats at the zoo to their natural habitats

Tristan's Literacy Learning Story

Learner: Tristan    Learning Coach: T.Dillner           Date: 2.6.15

Learning Area: Literacy - Handwriting

Learning Observed

Recently, a group of nine learners have been recruited into Mrs Dillner’s Handwriting Club. We have been working on proper letter formation, beginning with the letters that start with a ‘c’ shape. Tristan has shown that he is able to use the top, middle and bottom spaces on the line. His letters mostly follow the correct writing pattern, but he will need to work on using this consistently in his book. During this time, Tristan completed the task, but had to be prompted to continue and stay on track. He was instructed to leave a finger space between each letter and this will remain as one of his next learning goals in this area.

Evidence of learning

Key Competencies/Vision Principles

Tristan showed that he was capable of using the lines and writing tidily on the whiteboard (Managing Self). He completed the ‘c’ and the ‘g’ well, making a connection between the ‘c’ shape and how it translates to other letters of the alphabet (Using Language, Symbols and Text).

Next Learning Steps

Use a finger space between each letter. Follow verbal instructions quickly. Practice keeping the letters smooth and sitting on the line when he writes in his book.

Tristan's Music Learning Story

Learner: Harry, Tristan and Kevin     Learning Coach: T.Dillner           Date: 2.6.15

Learning Area:

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.