Learner: Sameeha Learning Coach: T.Dillner Date: 28.7.15
|
Learning Area: Physical Education
|
Learning Observed
|
Recently, the Year 3s have been learning about how to hold and pass a rugby ball. Sameeha was collaborating in a group of four learner who were practicing passing to one another. Firstly, they had time to practice holding the ball with their hands making a downward ‘L’ shape. Next, they had to try passing to each other. They aimed by facing the side of their bodies to the person they want to receive the ball, and passed by moving the ball in a line from hip to hip. The short video below shows Sameeha developing her capabilities in these skills. Sameeha participated in all the skills based instruction and gave her best effort at all times. She was positive and had a happy disposition throughout.
|
Evidence of learning
|
Next Learning Steps
|
|
Tuesday, July 28, 2015
Sameeha's Rugby Learning Story
Monday, June 29, 2015
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
|
|
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
|
|
Monday, March 23, 2015
Sameeha's Reading Learning Story - 13.3.15
Learner: Sameeha Khan Learning Coach: Tracey Dillner Date: 13.3.15
|
Learning Area: Literacy - Reading
|
Learning Observed
|
The teaching session today had been about how to use our voice and face to show when a character was speaking. Sameeha was very engaged with this idea and responded well when she was asked why it was important to change voice and face when reading. She could describe that if we change these things our audience is able to understand the story better. Sameeha demonstrated her ability to do this herself and confidently read her home reader to the group. Although the video below only shows a small snippet, Sameeha is capable of reading dialogue clearly. I wonder if she has had practice at this at home?
|
Evidence of learning
|
She can use her voice and face to show when a character is speaking.
|
Key Competencies/Vision Principles
|
Sameeha shows confidence when reading aloud and is happy to share her ideas and suggestions to a small group (Participating and Contributing). Sameeha had can tell difference between alternating characters in a text and, when it is familiar story, she can anticipate emotions that the characters may be about to convey (Using Language, Symbols and Texts).
|
Next Learning Steps
|
|
Sameeha's French Learning Story - 13.3.15
Learner: Sameeha Khan Learning Coach: Tracey Dillner Date: 13.3.15
|
Learning Area: Learning Languages - French
|
Learning Observed
|
Sameeha was very eager to participate in this learning. She enjoyed decoding the French vocab that accompanied the alphabet song that was presented at the beginning of the session. Sameeha attempted the correct pronunciation of each word and showed potential in learning French in the future. In the independent component of the lesson, Sameeha used the website duo lingo.com. To begin with she used the provided hints and clues to translate basic French vocabulary like a, one, the, boy, girl, man, woman. After a short time, Sameeha challenged herself to do the tasks with no added help. She was excited to show me how she could do this and I was very impressed at her capability to work independently. Sameeha demonstrated that she could translate from French to English, English to French and identify specific vocabulary. She commented that a family member at home had spoken French to her before or had perhaps lived in a country that used French. I wonder who this was and if they could help her develop her understanding with this?
|
Evidence of learning
|
 |
Key Competencies/Vision Principles
|
Sameeha was able to make connections well. She used her new knowledge to compare similarities and differences between words in French and English (Using Language, Symbols and Texts). I was particularly pleased with the way Sameeha felt confident enough to try speaking, writing and reading French vocabulary on her own, without being directed to do so. She was connecting with the content of the website after a short introduction was given (Managing Self and Thinking).
|
Next Learning Steps
|
|
Subscribe to:
Posts (Atom)