Computers Unplugged Narrative

Learner: Ricky, Ronav, Seline, Seraya and Towai     Learning Coach: Mr Hattie           Date: 16 December  2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

Computers Unplugged is a Collaborative activity where learners are to role play as different parts of the computer to play a game. The different parts are the controller which sends command signals to the processor. The processor is the group which organises commands. The processor sends the command to the memory. The memory holds all the data and sends what the command means back to the processor and the process sends that to the graphics. The graphics does the command and that’s what we see on the screen. At first Ricky, Ronav, Seline, Seraya and Towai found this activity very hard and confusing but the longer the learners work at it the faster and easier it became. The controller does not know what the symbols mean at first but the more of the controls they pressor the more that happens on the screen. Ricky, Ronav, Seline, Seraya and Towai enjoyed this activity and they showed the Capabilities in Collaboration during it.

Evidence of learning

Seraya is the processor and is getting a command to the graphics. Seline is organising the graphics. Ronav is the memory and has the commands. Ricky was also the processor. Towai was the memory also.

Next Learning Steps

Ricky, Ronav, Seline, Seraya and Towai’s next learning steps: Use this activity as a writing task where they have to write instructions for it. Try and get faster at completing the game. They worked on figuring out the game. Verse another team at the game.

Writing Narrative

Learner: Aryan, Annia, Christian and Ronav Learning Coach: Mr Hattie            Date: 1 November 2016

Learning Area: Learning Habitat 1 - iDevelop Writing

Learning Observed

Aryan, Annia, Christian and Ronav were apart of a writing group where we were looking at adding dialogue into their narrative writing. The task was that they had a passage of writing and they had to add the speech marks into the correct places. This was to show if they understood what speech marks are for and how to use them correctly. Aryan, Annia, Christian and Ronav had to Collaborate and use their Capabilities to complete the task. As this was a mixed ability group they have different Capabilities that they can use. Aryan and Christian took a role of a teacher. They made sure that everyone understood how to put speech marks into their passage. The skills and Capabilities used for this were amazing to see. They had to explain and question and give examples to teach this to another. Ronav and Annia explained the group's thinking at the end. This was a great way to see that they all had a role.

Evidence of learning

Aryan and Christian getting the group ready to explain their thinking.

Next Learning Steps

Aryan, Annia, Christian and Ronav’s next steps are: Add dialogue into their writing. Use dialogue to give more interest and detail into their writing. Find new ways of saying ‘said’. This will give a clearer picture of the event.

MoveNote Presentation iExplore Narrative

Learner: Dhruv and Ronav      Learning Coach: Mr Hattie         Date: 15 September 2016

Learning Area: Learning Habitat 1 - iExplore

Learning Observed

Dhruv and Ronav have been working all year to try and make a bike track at Ormiston Primary. They have made surveys, collected data, presented their data by learning how to calculate percentages and make graphs, arranged meetings and is working presenting their findings to the Board of Trustees. Dhruv and Ronav have reflected on their previous meetings and have come to conclusion that to get what they want they need to make sure that they do not let nerves get the better of them in the meetings. They came to the decision that if they record their presentation then they won’t get nervous and make it perfect. I have put them onto a chrome extension called Movenote. This is where you can add your slide presentation and film yourself presenting it. When it is presented the video of you and your slide is played at the same time, just like you are actually there. Dhruv and Ronav when making their Movenote Collaborated together to make sure that they were both speaking loud enough and going at the correct time. They were being Curious by wondering what other functions there were in the Movenote.

Evidence of learning

Dhruv and Ronav’s Movenote

Next Learning Steps

Dhruv and Ronav’s next steps are to: Put their Movenote onto their blogs and write a reflection about it. Share their Movenote presentation to Mr McNeil.

Writing Narrative

Learner: Aarav, Aryan, Aksh, Kah Jun, Ouryu, Ronav and Shreya       Learning Coach: Mr Hattie      Date: 8 September 2016

Learning Area: Learning Habitat 1 - Writing

Learning Observed

Aarav, Aryan, Aksh, Kah Jun, Ouryu, Ronav and Shreya were working on learning about compound words and contractions. The aim was to build our Capabilities with vocabulary in our writing. We started out with compound words Aryan made a connection when he released he has done this before in a previous lesson. When we moved on to contractions Shreya got excited because she said “The apostrophe replaces some of the letters in words like not. So ‘would not’ would be turned into ‘wouldn’t’”. Ronav and Ouryu learnt that when you put two words together you create a compound word. For example ‘book’ and ‘shelf’ makes ‘bookshelf’. Aksh and Aarav learnt that he is able to use the word don’t instead of do not. Kah Jun was very excited about the new learning. He said “I thought I couldn’t do this but I get it”.When we started we found that most thought an apostrophe was a comma. We learnt what it does and how to use it. The vision principles  that we were using were Capable and Connected. We used these because we were connecting with other learners about our work.

Evidence of learning

Next Learning Steps

Aarav, Aryan, Aksh, Kah Jun, Ouryu, Ronav and Shreya’s next steps are to: Use our new knowledge to improve our writing. Find new ways to use apostrophes We are going to use a variety of compound words in our writing

Learner: Komal, Yuvika, Ronav, Aarav, Amolak,   Date: July T3, 2016 Learning Coach: Margaret Patrick                             Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to sort the maths counters the fastest way possible. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.

Ronavs ireflect

today for iexperience we did the Olympic codes Olympic codes are when you strongly disagree or disagree or strongly. agree or agree and for yesterday I did flags. I drawed the India flag and Australia flag and Ireland and when the day is over then we get to play a game the games. name was heads and tails..

Writing Synonym Narrative

Learner: Alysia, Cassandra, Ouryu, Ronav and Shubhi     Learning Coach: Mr Hattie          Date: 2 August 2016

Learning Area: Learning Habitat 1 - literacy

Learning Observed

Today Alysia, Cassandra, Ouryu, Ronav and Shubhi had a literacy workshop where we were looking at synonyms. This is a great way to build on our Capabilities with vocabulary. I had explained that this will help with our writing to make it more interesting. Alysia, Cassandra, Ouryu, Ronav and Shubhi’s task was to write synonyms for the following words said, sad, moved and happy. I modelled the ‘said’ area of the circle with the learners and then let them loose on the rest of the areas. The discussion I heard from this was great. Ouryu and Alysia was discussion how you would feel when you are unhappy. This allowed them to spark ideas. Ronav was thinking and as soon as he thought of one he would scream it out. It was good to see him excited about writing. Shubhi and Cassandra were helping others who were struggling. The different Capabilities and Collaboration skills were impressive. I will continue to use this for writing and get learners to do it while editing to improve their writing.

Evidence of learning

Next Learning Steps

Alysia, Cassandra, Ouryu, Ronav and Shubhi’s next learning steps are: Use this strategy for editing. Develop understanding of antonyms.

Experiment Narrative Assessment

Learner: Maanvi, Ronav and Towai Learning Coach: Mr Hattie          Date: 30 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

The year 13 statistics class from Ormiston Senior College (OSC) offered our school a chance to participate in an experiment. The experiment is called “The Marshmallow” test. This is where the learners were given a marshmallow and told that they can eat it now but if they wait 15 minutes they will get a second marshmallow. This is to see who would rather have the immediate satisfaction of the marshmallow or who would sure patients get the second one.  and Maanvi, Ronav and Towai were very excited that they were getting marshmallows. They were very Curious about why they had marshmallows. During their wait time the conversations were around the different possibilities about what they OSC students might be looking at. Maanvi, Ronav and Towai were looking like they were going to eat the marshmallow early and the others talked them out of it so that they didn’t miss out on the second marshmallow. This was showing the Key Competency Respect for other and the Vision Principle of Collaboration. Maanvi, Ronav and Towai really enjoyed the experience.

Evidence of learning

Maanvi, Ronav and Towai waiting patiently for their second marshmallow.

Next Learning Steps

Maanvi, Ronav and Towai’s next learning steps are to: Conduct their own experiments. Analyse the data from their experiments. Learn how to make a graph using the data they collected.

Making the Titanic ship

Ronal's Swimming Learning Story

Statistics for Bike Narrative

Learner: Dhruv and Ronav     Learning Coach: Mr Hattie          Date: 24 March 2016

Learning Area: Learning Habitat 1 - iExplore

Learning Observed

Dhruv and Ronav’s iExplore is about biking. They are wanting to build a bike track at Ormiston Primary so they can ride their bikes safely during the iBreaks. They have been working Collaboratively to research, plan and design a bike track. Dhruv and Ronav had an idea that they should find out if other learners would use it so they decided to make a survey. From this they realised that they didn’t know what to do with the data that they collected. They used a great Connection and asked if they could learn about it. So we planned out some math workshops to show how to organise and present their data. They have been learning about graphs and are very excited about their maths.

Evidence of learning

Next Learning Steps

Dhruv and Ronav’s next learning steps are: Create a graph to show their data. Come up with comments for their graph to analyse their data. Use skip counting to count large numbers.

Math Narrative Assessment

Learner: Ronav    Learning Coach: Mr Hattie          Date:1 March 2016

Learning Area: Learning Habitat 1 - Mathematics

Learning Observed

In mathematics we have been looking at fractions and finding fractions from a set of materials. When we first looked at this Ronav struggled  to grasp the concept that fractions are groups and parts of a whole. We started to use the Unifix Cubes to show the breaking a whole into small groups. The question was break your 12 cubes into quarters. Each learner started off by putting the cubes in groups of 4. This is a common misconception. We then looked at what a quarter is and how to break up a square into quarters. Ronav then realised that he had the wrong about of groups and started to change his answer. After this whatever number of Unifix Cubes I gave him he was able to split them into 4 groups (quarters). Ronav showed Capabilities as they changed the his thinking and develop his understanding. He used the Key Competency of Thinking as he had to think about the mathematical symbols and how to apply them to manipulate the cubes.

Evidence of learning

Ronav manipulating the Unifix Cubes

Next Learning Steps

Ronav’s next learning step is: find basic fraction of a specific number identify complex fraction