Ashmira, Divya, Jessica, Johanna, Jasonta & Aleena's Ko Te Pu Learning Story

Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena     Learning Coach: T.Dillner           Date: 14.10.15

Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)

Learning Observed and Vision Principles

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.

Evidence of learning

Next Learning Steps

Lead the habitat regularly in our practices. Do an iExplore around other songs or poems that connect English and NZSL or Te Reo and NZSL.

Learner:Asmira, Cassandra, Jasonta and Sally.    Learning Coach: Margaret Patrick            Date: 24.09.2015

Learning Area: Science Narrative Learning Story

Learning Observed

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.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Ashmira's Animal Habitat - Digitise It Learning Story - August 2015

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

Learning Observed

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.

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. iMovie to show the habitat in Minecraft create a more detailed diagram with labels that is represented in the final product learn about the different species of penguins- do they have different adaptations?

Ashmira's Speech Learning Story - August 2015

Learner:    Ash                                                                        Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

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.

Evidence of learning

Oral Language Rubric Here   Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

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!

Next Learning Steps

write a reflective blog post embed the oral rubric into her learning pathway and a recording of your speech practice reading aloud daily write what you think your next steps are in the comment section future speeches will be strengthened by using some facts/research that has been done to validate what your opinion is and additional persuasive features

Google Summit Learning Story - Aug 2015

Learners:  Ashmira & Johanna                                      Learning Coach: DWilkes

Learning Area: Technology and KCs                            Date: Aug 12, 2015

Learning Observed

Ashmira & Johanna made us all proud when they represented us at the first ever Student Google Summit on Aug 12 at Hobsonville Point Primary School.  They were joined by hundreds of other learners from around Auckland and facilitated and participated in some exciting workshops about learning with digital technologies.  There was a lot of work leading up to this day.  First, Ash and Johanna met with Ms Wilkes to express their interest, brainstorm what they could present and then write and submit their pitch to the GEGNZ.  They demonstrated passion, commitment and skills while meeting their deadline.  This was their pitch which they decided to do on our Blogs: Blogger We are going to talk about our personal Google Blogs and how we use Blogger in Our School. We use Blogger to write posts about our learning and what we do at school that we think we should write about to share with the learners and learning coaches. We also get narrative assessments in our blogs. These are learning stories that our Learning Coaches write about our learning for us and our parents to read, comment on and learn about our day to day learning. They were of course successful and were added to the programme.  They then had to create their presentation and included lots of interactives like writing a blog comment in their blogs.  The learners decided it would be great if they could practice their workshops the day before to iron out any crinkles and so they were able to facilitate their workshops for the rest of the habitat.  Ash and Johanna did their practice run with a group of 18 learners and responded to feedback,making some small changes to improve their presentation.  On the big day they both demonstrated capability and collaboration.  They also demonstrated confidence and resilience when many devices couldn’t access the internet.  We were very proud of the way they solved problems, remained calm, positive and supported the participants.  Way to go girls!

Evidence of learning

Ashmira and Johanna practice their workshop with Lh1 Johanna and Ash present confidently to an interested crew Ash and Cooper & Johanna join the OrmPS gang for a googliscious photo!

Key Competencies/Vision Principles

The girls showed they could relate well with others both in their collaborative effort in creating and facilitating their presentation and in responding to feedback.  They participated and contributed, managing themselves in 3 other sessions on the day and took their learning back to OrmPS to share with others.  They showed curiosity in the google cardboard session and made connections to prior knowledge.  They were capable at solving problems when there were technical difficulties and constantly collaborated to maximise their own learning and that of others.

Next Learning Steps

start thinking about their presentation for next year write a blog post about their experience teach family members some new skills/tricks they learned

Leadership Experience Learning Story - August 2015

Learners: Aleena & Ash                                                              Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

It was impressive and humbling to watch these two year five girls lead the entire year six cohort in providing a ‘Leadership Experience’ as a long awaited follow up to the NYLD that the Year 6s attended in Term 2.  Aleena and Ash co-constructed the presentation that housed all of the other learner’s presentations and they MCed the event like true professionals.  When the order of appearance changed multiple times they just rolled with it demonstrating confidence and resilience.  They selected some inspiring videos, facilitated a leadership brainstorm and kept the energy levels high for the entire afternoon.  Practicing their public speaking, writing and leadership was what they did while the rest of us enjoyed a fantastic afternoon of entertainment, inspiration and wonder.

Evidence of learning

Aleena and Ash lead us through our dress rehersal   MCing our Leadership Experience like pros Introducing our special guests from OrmPS and Phoenix and his dance crew

Key Competencies/Vision Principles

Ash and Aleena collaborated on the presentation and demonstrated leadership capability throughout the preparation and delivery of the ‘Leadership Experience’.  They related to others and managed themselves like responsible young adults.  They were incredibly agile and resilient when faced with changes and connected with other learners, our special guests, learning coaches, each other and their prior knowledge.

Next Learning Steps

write a blog post to share their experience with others and reflect on your learning journey comment on the blog posts of your classmates share the new learning with your family

Ashmira's Maths Learning Story

Learners: Ashmira & Aleena    Learning Coach: T.Dillner           Date: 2.6.15

Learning Area: Mathematics

Learning Observed

Recently, Aleena and Ashmira’s group have been working on solving problems using Order of Operations. During the teaching session, the girls learnt about how they need to use the correct order of Brackets, Exponents, Division, Multiplication, Addition and Subtraction. They asked a question about exponents and what they are. After a brief discussion they were well on the way to fully understand this concept. Their group (Pythagoras) had some BEDMAS problems to solve as a group and then some to do on their own. We marked these and discussed strategies to check for accuracy. The final task was for the learners to get into pairs and make a video using the app Educreations to explain their learning using examples. Aleena and Ashmira worked together excellently. They used their time extremely well and made sensible and mature choices about where to work. Their video was completed ahead of time, proving to the other learners that this task was easily achievable. By watching their video, it was clear to see that Aleena and Ashmira had a strong grasp of the BEDMAS rule, even including examples of negative numbers.

Evidence of learning

Click on the link to see their BEDMAS video on Educreations.

Key Competencies/Vision Principles

Collaboration was key here. Aleena and Ashmira came up with their problems in advance which made for better viewing and consistency in their video presentation. Together they made decisions, explanations and contributions (Managing Self, Thinking, Participating and Contributing). Since the learning was to be completed on a device, Aleena and Ashmira were curious about how they could best use the app. They took time to get to know the tools and features of Educreations and utlised them appropriately (Thinking). They are confident, connected learners as they were able to work out how to share their presentation with no adult help. Aleena emailed their presentation to me and I was able to watch it after school.

Next Learning Steps

Look for appropriate opportunities to use this app in their learning in the future. Share this presentation with other learners to teach them about BEDMAS. Create and solve BEDMAS problems that use exponents.