Learner: Marcus and Jolin Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).
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Next Learning Steps
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Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Wednesday, November 4, 2015
Saturday, October 17, 2015
Sunday, September 13, 2015
iExplore- Cubism
Learner: Jolin Learning Coach: Luisa Maloni Date: 4th September, 2015
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Learning Area: iExplore: Visual Art: Cubism
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Learning Observed
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We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Jolin used the elements of shape and fracture to create a study of a tree and a painting. Jolin used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Jolin experimented with a number of ideas based on her artistic exemplar but in the end chose to use a heart as the subject for her final work.
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Evidence of learning
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Jolin uses an artistic exemplar to explore ideas about Cubism.She created multiple studies in the cubist style to refine her ideas- that’s what professional artists do! I can’t wait to see her final work!
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Key Competencies/Vision Principles
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Jolin demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.
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Next Learning Steps
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Tuesday, September 8, 2015
Tuesday, August 25, 2015
Wednesday, August 19, 2015
Tuesday, August 18, 2015
Tuesday, June 30, 2015
Jolin's Post on Wednesday, 1 July 2015
I worked with Sivkheng and Ash to skip count in twos to twenty.
Thursday, June 25, 2015
Our Trip to the Marae
Learner: Jolin Learning Coach: Luisa Maloni Date: 19th June, 2015
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Learning Area: Marae Trip
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Learning Observed
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Today, as part of our visit to Umupuia Marae in Maraetai, the learners were involved in a weaving activity. Jolin, Jared and Sofia, worked together, taking turns to weave the paper strips under and over the black strips. I observed them talking with each other trying to figure out if the strip needed to go over or under the black paper. Jolin told me that they chose the school colours for their weaving.
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Evidence of learning
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Jolin can work with a group to create a Maori weaving pattern.
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Key Competencies/Vision Principles
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Jolin shows she is able to Collaborate with others to create an artwork. She could take turns, support and learn from her group.(Relating to Others) If they got the pattern wrong they were able to correct their mistake with support. Jolin demonstrates her Capabilities in learning a new art technique. Jolin can make Connections with the cultures in her community.
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Next Learning Steps
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Wednesday, June 24, 2015
Sunday, June 21, 2015
Wednesday, May 13, 2015
Term Two - Reading with Anisha
Learner: Jolin and Anisha Learning Coach: Abby Morgan Date: 13 May 2015
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Learning Area: Literacy - Reading
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Learning Observed
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After selecting their new reading books Anisha and Jolin began by reading their stories to each other. I introduced them to our focus words of and, the, and went. We began by identifying the focus words in the story. Anisha was able to make connections between the focus word (went) and the story. Jolin could correctly identify the focus word the frequently during the story. Anisha began reading “the cat was in”, she paused looking for assistance as she recognised that there was more behind the word. Together we broke the word down and identified that it was inside. Anisha was able to re-read the sentence identifying and correcting both initial errors saying “the cat went inside.” During reading Jolin was able to accurately point to each word she was reading as she read it. Towards the end of the book I asked her “why does the cat say meowwwww!?” She was able to tell me “the cat is telling the dog to stay outside so it can sleep on the chair.”
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Evidence of learning
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Anisha and Jolin enjoyed reading this story about the Cat and Dog.
I wonder how many more words they now know?
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Key Competencies/Vision Principles
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At the end of Term One Jolin and Anisha both scored 2/24 on the Duncan Basic Word Test. During reading today both Jolin and Anisha were using the Key Competencies of thinking and using language, symbols, and texts. Thinking skills were used as they made connections between the text and picture as well as sounding out unknown words. To complete this reading both had to use their knowledge of print concepts (reading left to right etc.) and existing high frequency words (Using Language, Symbols, and Texts). During this task Jolin and Anisha were developing their capabilities in reading.
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Next Learning Steps
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Friday, May 1, 2015
Narrative Assessment - Mathematics - 1 May 2015
Learner: Jolin Learning Coach: Miriam Kamsteeg Date: 1 May 2015
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Learning Area: Mathematics - Numeracy
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Learning Observed
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Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan.
Jolin counted 13 out of the box, then counted her items and said that she had 13. We counted them together, but only got to 12. She then was able to make 13 instantly on the number fan. She was able to correctly get 11 items.
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Evidence of learning
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Jolin is starting to count to 11 and 13. I wonder if she practises counting in English at home?
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Key Competencies/Vision Principles
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Jolin is developing her Capabilities in counting numerals in the correct sequence. She is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).
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Next Learning Steps
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Friday, March 20, 2015
Learner: James, Jolin and Raymond Learning Coach: Miriam Kamsteeg Date: 19 March 2015
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Learning Area: Literacy - Reading
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Learning Observed
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During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on the small whiteboard. After we had looked at some more basic words we all started to read our books. James, Jolin and Raymond needed guidance to put their fingers under the first word of their stories. Jolin recognised that she had “I” as the first word in her story. Jolin, James and Raymond read their first and second sentences along with me pointing to the words. They had to look at the pictures for clues of what words might be on the page. They then read the rest of their books to themselves.
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Evidence of learning
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This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?
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Key Competencies/Vision Principles
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These Learners have completed a Letter Identification Assessment just after they started at Ormiston James (48), Jolin (51) and Raymond (0). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).
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Next Learning Steps
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