Narrative Assessment - Mathematics - 19 May 2016

Learner: Jolin          Learning Coach:   Megan Croll - LH2              Date:  19 May  2016

Learning Area:  Mathematics

Learning Observed

I have been working with a group of Learners to find the fraction of a number.  Firstly, we were using materials to show what ½ and ¼ of a number was.  Jolin was helping a partner to understand how to find ½ of a number.   She used blocks to show her thinking.

Evidence of learning

Jolin understands that ½ means that both sides are the same.  She is able to find half of many numbers up to 100.

Key Competencies/Vision Principles

Jolin is Capable of finding ½ of many numbers between 1-100.   She was able to work Collaboratively with a partner and used materials to support her Thinking.

Next Learning Steps

Find ¼ of a set, then ⅓ Know what part of a set is when she knows the whole Use Mathletics to support her learning and understanding of fractions

18th May 2016 Narrative Assessment - Jolin adds 100's

Narrative Assessment - Mathematics - 29 Feb 2016

Jolin's Writing Narrative

Learner: Jolin                   Learning Coach: Mr Dyer                        Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Jolin has begun to use some of the above writing techniques to make their writing #Oresome! She has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Jolin contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Jolin’s first effort at writing this year. It will be exciting to see how she progresses as the year goes on.

Key Competencies/Vision Principles

Jolin has begun to show her capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Jolin should continue to write from the heart and visit the Author’s circle for regular input into her writing. Jolin is encouraged to share her writing with family members and also with other audiences at school and home.This will give her a chance to receive authentic feedback that can be used to make her next piece of writing even better.

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Marcus and Jolin   Learning Coach:  Miriam Kamsteeg            Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

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.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

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).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

iExperience Narrative Assessment

Narrative Assessment - Mathematics - 14 Oct 2015