Sameeha's Music Learning Story

Learner: Komal, Samantha, Sameeha and Vivian     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

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, Komal, Samantha, Sameeha and Vivian 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 girls 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 four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these 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.

Sameeha's Maths Learning Story

Learner: Sameeha    Learning Coach: T.Dillner           Date: 21.5.15

Learning Area: Mathematics

Learning Observed

During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Sameeha could subtract. All of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Sameeha was subtracting 4 each time. When she was finished, Sameeha could check if she was correct by looking on the back to see if the string matched the answer pattern. When Sameeha was not right, she had to undo the string and fix her answers. The other learners were working in pairs, but as there was an odd number, Sameeha chose to work on her own. She did this quickly and accurately and then proceeded to be a great help to other learners who needed it.

Evidence of learning

Key Competencies/Vision Principles

Sameeha worked collaboratively when assisting other learners. She helped them to see where they could improve without doing the task for them. Sameeha used her curiosity to drive her learning - she wanted to use this new learning tool and find out if she was correct or not. She was capable of successfully completing this task on her own and then describe what she did. Sameeha worked well with others by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). She also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).

Next Learning Steps

Progressively move onto more complex subtraction equations that are two-digit minus two-digit e.g. 21-12 = During Numeracy time, work together to complete all of the orange subtraction cards.