Chickens - iExperience Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Jolin has been learning about Chickens and their habitats. Jolin has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Jolin was able to hold the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Jolin furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Jolin thought that the chicks were very cute, soft and fluffy.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Diamante Poem - Giraffes Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

long, tall

licking, running, eating

baby, tall, tail, neck

twitching drinking, walking

spotty, slow

giraffes

Learning Observed

Jolin has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Jolin had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Jolin was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Get Set Go! - iExperience Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2       Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Jolin has been participating in the Get-Set-Go programme. In Get-Set-Go Jolin has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Jolin was able to confidently balance and move around with ease. After her balancing session Jolin began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Jolin with her Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Machines that Build - iExperience Narrative Assessment

Learner:  Jolin      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience Jolin has been learning about machines that build things.  She has been showing her curiosities about the purposes behind different machines and why they were invented. During this iExperience Jolin learned some background about different machines that build things.  Her favourites were the machines that could move or chop trees. After learning about different machines and their purposes, Jolin built her own machine and was able to explain the reasons behind, and purpose of, this machine. Jolin’s machine was used to fell trees.  Her machine had a very strong base that was heavy so the top of the machine doesn’t fall down.  It also had a hook that can carry the trees to where they needed to be.

Evidence of learning

Jolin has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for her machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

iExperience Narrative Assessment - 1 September 2016

Learner:  Jolin        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Jolin has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Jolin had to find her new group by only using animal sounds.  When she had found her group she formed a circle for her first challenge.  Jolin’s first challenge with her new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day Jolin was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Jolin’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only strips of uncooked spaghetti and a ball of playdough.  By this day Jolin had begun communicating her ideas with others more easily. In addition to these activities Jolin was able to reflect at the end of each session and discuss with her group what went well and what she needed to improve on next time.

Evidence of learning

Here Jolin is working with her group to create a pasta tower.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that she needed to communicate her ideas well. Collaborative - sharing her ideas and listening to others’ ideas. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Word Work Narrative Assessment - 17 August 2016

Learner:  Jolin      Learning Coach: Michelle Lennon - LH2   Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Jolin has been working on being able to read, write and spell new and interesting words. Jolin has been reading a range of stories that spark her interests.  From these stories she has been finding new and interesting words, then spell them using whiteboards and pipe cleaners. Initially, to spell her new words, Jolin was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory. Jolin has shown that she is reflective when writing as she is able to identify when words aren’t quite right and is able to self-correct them.

Evidence of learning

Here Jolin has made the word ‘shopping’.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Transfer word work and spelling into daily writing. Play games like I-Spy to see how many interest words can be found in other texts.