Digitise It - Animal habitat- Learning Story- August 2015

Learner: Sameeha                                                                  Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Sameeha has been building her language and developing her understandings of the many ways the natural world can be represented.  Sameeha is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used hier curiosity and creativity to create adaptations for her imaginary animal the GirocodileButterfly.  She recognises that all living things have certain requirements so they can stay alive and could identify these for her creature.   Sameeha was fortunate enough to go on a field trip to the zoo where many animals captured her curiosity.  She used the learning from the zoo trip to create her creature using the www.buildyourwildself.com wesbite.  Sameeha needed to create a habitat that would be suitable for her creature.  She opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it.  She went through a rigorous design process that involved connecting with information through researching to create a fact file on the GirocodileButterfly, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications.  Ask her to show it to you!   Sameeha collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence and lots of enthusiasm to the Learning Coaches and learners in LH1.  You can see her assessment here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents create a product of their learning eg. google presentation to show all of the steps create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?!

7 Continents & Habitats Learning Story - July 2015

Learners: Sameeha, Cassandra, Louisa & Saniya                                             Date: July 2015

Learning Area: Science                                                                      Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs.  During the session the learners began to build their scientific language and develop their understandings of the many ways the natural world can be represented thus communicating in science.  In matching the animals to different continents Sameeha, Cassandra, Louisa and Saniya began to recognise that living things are suited to their particular habitat.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, the girls all sang along and could say the names of all of the continents and identify them on a world map.  They can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The girls were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and teamwork.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coach. During the matching activity I observed excellent questioning and problem solving strategies.  Sameeha and Cassandra thought it would be a good idea to check some of their guesses on the internet.  While some of the animals were matched incorrectly to the continents, they persevered to get it correct.  They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Sameeha's Rugby Learning Story

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

During break times choose to play with a rugby ball and do similar drills/activities as the ones we have be doing during learning time. Use her new skills to teach or support other learners at school or Shams at home.

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.

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

Practice reading aloud to peers, Learning Coaches and families to use expression in areas of text that are not dialogue. Listen to stories being read aloud via Bug Club or Sunshine Online that will model different expressions. Understand how different punctuation has different meaning when reading aloud e.g. commas.

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

Continue using Duolingo.com at home and during iExplore time. Investigate other languages that could interest her. Record Sameeha reading her own writing in English and then record her reading the same piece in her home language.