Learners: Ashmira, Jessica, Johanna & Divya
Learning Coach: T.Dillner Date: Term 4, Week 6-10
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Learning Area: iExperience - Technology
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Learning Observed and Vision Principles
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In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable.
All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in.
Ashmira, Jessica, Johanna and Divya all selected Girls Fashion. They were curious about making an infinity scarf out of old t-shirts. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets.
The girls then took the template we used as a larger group and the personalised it to their infinity scarf creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.
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Evidence of learning
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Ashmira, Jessica, Johanna and Divya with Neha, Taanvi and Jahnavi with their prototype Ladybird Magnets.
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Next Learning Steps
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Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena
Learning Coach: T.Dillner Date: 14.10.15
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Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)
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Learning Observed and Vision Principles
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For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it.
Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.
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Evidence of learning
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Next Learning Steps
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Learner:Asmira, Cassandra, Jasonta and Sally. Learning Coach: Margaret Patrick Date: 24.09.2015
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Learning Area: Science Narrative Learning Story
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Learning Observed
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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, presenting their digital recording of their work and fielding answers to questions. They created a green lava lamp. They discovered that the separation of the oil and water relies on the scientific fact that water is more dense than oil.
Ashmira accessed all the materials for the group’s experiment from home. All of the learners could field answers to questions.They managed their time well and were ready on time.They decided to present their learning in a variety of ways including a slideshow and google draw.
Refer video link for background info.
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Evidence of learning
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Next Learning Steps
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this is Tim
Learner: Ashmira Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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This term the LH1 learners have been learning about animals, adaptations and habitats. Ashmira has been building her language and developing her understandings of the many ways the natural world can be represented. Ash is very able to recognise that living things are suited to their particular habitat and can discuss the adaptations of many specific animals. She used her curiosity and creativity to research adaptations for the Penguin (Habitat). She recognises that all living things have certain requirements so they can stay alive and could identify these in detail for the penguin.
Ash 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 a creature using the www.buildyourwildself.com wesbite. Ash also demonstrated leadership and supported many of the other learners during the process.
Ashmira then needed to create a habitat that would be suitable for the penguin. She opted for the ‘Digitize It’ option knowing that she wanted to design the creature habitat in Minecraft and demonstrate 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 penguin, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing. Ashmira collaborated well- listening to other learners and asking questions. She also used Tinkercad and other tools to design her habitat on the days she was without her iPad showing great resilience and a growth mindset. Ask her to show it to you! When it was time to share their learning, she presented her habitat with heaps of pride and confidence to all of the Learning Coaches and learners in LH1. See her assessment here.
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Evidence of learning
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Next Learning Steps
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Learner: Ash Learning Coach: DWilkes
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Learning Area: Literacy Date: Aug 2015
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Learning Observed
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This term all learners in LH1 wrote a speech on a topic of their choosing. Oral language is an important skill and Ash refined her knowledge of some language features to enhance both the speaking and writing of her oral presentation. Ashmira’s speech about why boys and girls should be in separate learning spaces demonstrated her ability to be persuasive both through the content and delivery. Ash learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three; and varied sentence structures like statements, questions, exclamations and commands. She learned about the structure of a speech including introductions, endings, sequencing words and and how to make her point clear. Ash also explored how to creatively add additional details to make the argument stronger. This was based around the ‘hamburger method’ of speech writing. I was so impressed with how Ashmira refined her speech through practice and responding to feedback- she was a winner in the habitat competition and did a great job at our first annual school competition.
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Evidence of learning
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Some of the tools used to structure and develop the speech
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Key Competencies/Vision Principles
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Ash cultivated the curiosity of others with her speech on boys and girls being together for their learning- she made everyone wonder if this would be a positive trend in schools. She connected with her audience using emotive language and confident delivery - in her hapu group and at the school competition. She collaborated with other learners while practicing her speech and responded to feedback and in discussing, writing and providing feedback and feed forward to the other learners when they presented their speech or poem. Her public speaking capability has grown as a result of this experience. We were very proud of Ash representing us- the Pukekos- at the Speech Finals- she is a real asset to our OrmPS whanau. Ka Pai!
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Next Learning Steps
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