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.

New Zealand Sign Language Week (NZSL Week)

NZSL Blog 

This year on New Zealand Sign Language Week (NZSL Week) we learnt lots of things a couple of them were.

A long time ago the people in Milan had a big Meeting and decided to have no sign language in any country so all deaf people would have to learn to hear and speak even though it was really hard they had to and if they were caught signing they would get smacked on the hand.Another thing about New Zealand Sign Language Week (NZSL Week) is that the butterfly represents deaf people as it represents beauty and freedom. My most favourite activity during NZSL week was The Butterfly Art Competition because I like art and it was fun Drawing and Painting Butterflies. 

By:Ashmira Gupta 

Ashmira's ANZAC Blog

        Anzac!

I learnt heaps about ANZAC in the past 2 weeks some of the things are

Soldiers

This soldier (9/523 Sgt. R.C Travis VC, DCM, MM , CDG)

  won 4 medals 1 of them are  , 

The Victoria Cross (named after Queen Victoria) 

I learnt Anzac is on the 25th  of April

I also learnt people at the youngest of thirteen

I also learnt that the last Anzac was Alec Campbell and died on 16th may 2002  

By:

Ashmira Gupta

Ashmira's Literacy Readers Theatre Learning Story

Learner: Aleena, Neha, Ashmira & Kavisha      Learning Coach: Bex Remington                Date: 2 April 2015

Learning Area: iDevelop - Literacy: Reading

Learning Observed

This week the girls’ literacy group has been learning how to use their voices and expression to entertain an audience.  We did this through using Reader’s Theatre.  The script was based on an excerpt from the BFG by Roald Dahl.  The script had more parts than what there were members in the group so the girls soon realised they needed to change their voices completely so the audience could tell the character had changed.  While practicing they also quickly learnt that they needed to listen to each other reading so they could keep up with the story because if there was even a short delay when recorded it sounded like a really long pause.

Evidence of learning

This is a video of the girls reading just the first page of their script.  The actual voice recording they created was 10mins long and was shared with the rest of the literacy group:

Key Competencies/Vision Principles

By working on this piece the girls demonstrated that they could understand language symbols and text and relate to others. There was a lot of focus and concentration needed and while they were recording they also realised they needed to be patient with each other when a mistake was made and they needed to start again. Putting together the final recorded piece took collaboration and the girls were proud of their finished piece.

Next Learning Steps

Try another readers theatre piece Move from readers theatre to acted out plays Share their final piece with a wider audience to gain even more feedback

Ashmira's Literacy Predictions

Learner:  Ashmira Guptar   Learning Coach:  Bex Remington   Date: Wk 6, T1 2015

Learning Area:  Literacy - Reading: Making Predictions

Learning Observed

In literacy we had begun talking about different reading strategies and this lesson was focused on Predicting.  The students discussed how they make a prediction when they choose a book.  Ashmira had a good grasp of the different clues that help her make predictions and mentioned that we can’t just rely on what the cover looks like.  The students were given a prediction form and were asked to make predictions using the strategies we had discussed.  Ashmira thought she may have seen the movie before so I asked her to think about using what she might remember to help her make her predictions.

Evidence of learning

This video is of Ashmira explaining what predicting means in reading and what her task was:

Key Competencies/Vision Principles

Ashmira has a good understanding symbols and text and was able to confidently make and justify her predictions about the Ormie the Pig movie.  She actively took part in our group discussions and also supported others when they weren’t sure of the answers showing that she is able to paticipate and contribute and relate to others.  Ashmira shows a growing capability in making predictions and is applying this knowledge in literacy contexts.

Next Learning Steps

Evaluate her predictions against what actually happens to see where she has been correct Branch out into unfamiliar book themes and authors and find out if her predictions are just as accurate Actively discuss her predictions with others before reading or watching something

Ashmira's Welcome Video Learning Story

Learner: Aleena & Ashmira    Learning Coach: Bex Remington        Date: 23 March 15

Learning Area: iExplore - Creating a welcome video for OrmPS

Learning Observed

Aleena and Ashmira decided, for their latest iExplore, that it would be nice for the school to have a welcome video that could be played at reception.  Mohammed, one of our deaf learners was also wanting to do something for a welcome so Mrs Patrick put them together to see if they could maybe work on one together that would be suitable for the hearing and non hearing visitors.  Last week I worked with just the girls who were beginning to write a script and create a storyboard.  They said they wanted to make sure that it would be something that would be interesting enough for the visitors coming in.  Today I observed them working with Mohammed and Korai (a deaf Japanese learning coach who comes in every Monday).  The girls were talking with Mohammed and using sign to help get across their meaning where they could, Mohammed would then interpret what they were saying for Korai.  They were discussing different parts of the script and what some of the sentences meant.  The girls at times also wrote things down to show to Korai as another way to communicate.

Evidence of learning

These photos were taken when the girls were helping Koari understand what the saying ‘last but not least’ meant.  Mohammed listened to their explanation and then interpretted for Korai.

Key Competencies/Vision Principles

In this learning experience the girls are showing the key competency of participating and contributing through wanting to participate as a group and contribute in something that they feel is important to the school.  They are demonstrating a growing capability in understanding and communicating in sign language, showing they understand language, symbols and text.  Both Aleena and Ashmira show curiosity and a willingness to learn more about sign language.

Next Learning Steps

Finish their storyboard and script Complete their video and have it displayed in the reception area for visitors Continue learning more sign language and incorporating it in their learning

Learner:  Mohammed Khan, Aleena and Ashmira    Learning Coach: Margaret Patrick Date: 23rd March 2015

Learning Area: Communication- Creating a film -Stage 2

Learning Observed

Mohammed has been working on making a video of the new school in 2 languages as a means to introduce visitors to our wonderful, innovative environment. Mohammed completed his storyboard but needed to collaborate with some other keen learners who could do the spoken English version while he focussed on the translation to NZSL. With NZSL support he approached Aleena and Ashmira who are starting the NZSL club to see if they were interested. They were and so the three of them set up a shared document and have written the script to go with each prioritised area of the school. On Monday 23rd March, they met with Kaori or is Deaf teacher to discuss the best way to include the NZSL translations. They decided to use Aleena’s IPad and film the intro together then film each part of the school with the girls fronting the spoken version and inserting Mohammed signing the NZSL translation. The three of them shared the script doc with Kaori and she spent today translating it, then during iExperience time, she worked with Mohammed. The grammar is so different in NZSL compared to English so it takes time to translate. Mohammed needs to be filmed separately and the three of them are ready to start filming on site. This  has been been an in depth iExplore for Mohammed and it was so encouraging for him to be congratulated by the girls for the work he had done on preparing the storyboard. The girls have experience filming and editing that they can share their skills with Mohammed. Congratulations!

Evidence of learning

Key Competencies/Vision Principles

Mohammed, Aleena and Ashmira are ensuring that by making this film any visitors whether Deaf or hearing, feel connected to our school  when they arrive. They are demonstrating the OrmPS principle of collaboration. They are demonstrating the competency of relating to others and are participating and contributing to our school culture of making everyone feel welcome. During the collaboration process they are sharing their skills and learning from each other.

Next Learning Steps

Start filming on site. Mohammed to work with Kaori and have script segments filmed separately to edit in.