Learner: Sameeha    Learning Coach: Margaret Patrick       Date: May, 2016

Learning Area:  Clay -Visual  Arts                            Narrative Learning story

Learning Observed

Sameeha was curious to explore the elements of clay: its texture and its ability to be moulded into a shape.She chose to be a member of the i Experience  Clay:Sticky-Tricky OR Plastic- Fantastic and collaborated with the other learners in the group. Sameeha had 2 challenges to create two items from a slab of clay. During the challenges she was continuously engaged in a reflection process examining ways to overcome failures and share newly discovered successful techniques connecting with others in the group. Sameeha created a flat plate and applied pattern to it and a 3D bird body shape which she had to join a round head shape and add parts like wings, tails and other details.She participated in a group reflecting on the qualities of clay using a Y chart. During the process she learnt the techniques of hatching, using slip, and moulding when adding 3D shapes and motif pieces to clay. The use of a range of clay tools and learning how to store clay to maintain its peak condition for reuse, over a long time period, was integral to ensuring the clay was available over the duration of the experience. She used her thinking and curiosity to solve her problems. She developed her capabilities and was very pleased with the bird shape she produced.

Evidence of learning

Next Learning Steps

Being able to creatively use this medium in other areas of the curriculum in the future. Continue to make tiles and beads and create a totem pole in her time. Share her skills and knowledge with other learners who might like to use clay to depict/model their learning in the future.

Number of Day Narrative

Learner: Sameeha and Komal   Learning Coach: Mr Hattie          Date: 2016

Learning Area: Learning Habitat 1 - iDevelop

Learning Observed

Today I saw that Sameeha and Komal were working on a whiteboard doing a brainstorm. When I went over to see what they were doing I noticed that they had a number in the middle of the brainstorm and equations all around it. I ask them what they were doing and Sameeha replied “We are doing the number of the day. We have to make the number 20 as many ways as we can.” I could see that they had a lot of basic equations, so I asked them can you make 20 starting from 100? And instantly Sameeha started skip counting backwards in 10s which managed to get her the answer. I asked if she knew how to use a number line. She didn’t so we started working on it. Both Sameeha and Komal seemed to grasp this concept pretty quickly so I left them to carry on. 15 minutes later they both came back up to me to show me their new found Capabilities. They had number lines everywhere. Starting from 100, 1000, 200, and so on. They were so proud. I asked them about how they solved these and they said that Collaborated  on the ones we couldn’t do. Learner’s understanding of Learning Sameeha: I learnt how to use a number line to bigger numbers. Komal: I learnt different ways to make a number.

Evidence of learning

Look at the number line at the bottom. They have used it correctly and can explain how I solved the problem.

Next Learning Steps

Sameeha and Komal’s next learning steps are: Use number lines to help solve division problems. Solve multiplication problems using place value.

Math Clapping Narrative

Learner: Shubi, Navnoor, Riya and Sameeha           Learning Coach: Mr Hattie          Date: 8 June 2016

Learning Area: Learning Habitat 1 - iDevelop

Learning Observed

In Learning Habitat One the learners are getting more choice over the independent learning tasks that they are able to do during iDevelop. Today I observed Shubi, Navnoor, Riya and Sameeha playing a clapping game. My first thought was that they were off task and I moved over to them to direct them to a more meaningful task when I heard what they were actually doing. They had been taught this clapping game in a Mathematics Workshop by Mrs Patrick which was for practicing their skip counting in a fun way. From the group I over heard laughing, correct skip-counting, self correcting, and mentoring of others when they were unsure of the next part of the pattern. This is perfect evidence of innovative learning. They were engaged and enjoying their learning. During this game Shubi and Navnoor were using their Capabilities by helping others complete the pattern when they got stuck. Riya was showing Collaboration as she the game was a game that had to be done with partners and she discussed with the others about the next series of numbers. Sameeha was showing Connection because she talked about how skip counting was a lot like multiplication.

Evidence of learning

Next Learning Steps

Shubi, Navnoor, Riya and Sameeha’s next learning steps are: Practice basic multiplication facts Skip count backwards from 100 in 2’s, 3’s, and 5s. Instantly recall basic multiplication facts.

iReflact

Friday 20th may 2016
What do the 3G mean to you?   




                3G means to because it make's me feel sad because bodda died     

Swimming Narrative Assessment

What is the collective noun for Geese? (General) (Flight) (Ground)

What is the collective noun for mice?nest trip

iReflect: term 2 : NZSL week  for NZSL week

Sameeha

What have I learnt? I learnt how to sign colours

what is your goal? how to sign animals.

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iReflect: term 2: NZSL week

helen