Drama Learning Story - May 2015

Learner:   Karis, Aryan and Markus                                             Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Karis worked in a group with Aryan and Markus and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about a culture they choose Fiji and enthusiastically engaged in the process as a team.  They trialled different actions, movements and use of space and spent time to ensure all understood each other’s ideas.

Evidence of learning

The team makes effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal. They took the task seriously and together they exemplified Capabilities in following complex instructions.  Ultimately they met the success criteria: less than one minute, no voices, clear depiction of the culture, not too obvious, and use of real/imaginary props.  They related to each other well and managed themselves and their time wisely. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect

Learner: Markus                   Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Markus chose the text “Akiko’s Glasses” for his PM Benchmark reading assessment.Markus signs in English word order as he reads. He was able to skim the text but I introduced the character’s name Akiko. He had quick recognition of the high frequency words. He used structure and visual clue strategies to shape his approximations. He inserted words  eg: accept for except, wondered for wandered, grasped instead of gasped, which he paused on efore using these words but didn’t register that they might not fit the story’s context. He was demonstrating his skill at visually matching words and he was also structurally matching words, attending to the endings.  Sometimes his approximations appeared to make sense or fit the story eg “Jack was wondering by himself, instead of Jack was wandering by himself”. He was neglecting to use the context of the story to cross check these approximations. His pace was steady and he was using some intonation. He ran through a full stop on a couple of occasions. His answers to the comprehension questions were formed in phrases this time instead of single words. During the retell Markus would pause and I needed to prompt him to “tell me more”.

Evidence of learning Markus- Reading view his video

Key Competencies/Vision Principles

Makus’ goal in his IEP was to be reading at Level 21 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He achieved  this level with 97% reading accuracy, 50% comprehension and 77% for his retell.  He managed to answer 2 out of 3 of the inferential questions which has been a challenging aspect of reading for him. He is beginning to identify the clues that help him make inferences. Due the fact that his retell score was over 75% Markus will working at the instructional Level 22.  He is demonstrating and developing his capabilities in Using Language, Symbols and text.

Next Learning Steps

to cross check his approximations with the context of the story. consistently observe full stops and other punctuation that will make his reading to someone else more enjoyable. continue to develop his inferencing skills. Read at Level 22 or above at his next assessment.

Learner: Markus         Learning Coach:   Ms Taylor       Date: 19 May 2015

Learning Area: ANZAC

Learning Observed

Markus chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

ANZAC Task Sheet 1. 3 point - Write an A- Z of words to do with ANZAC/ WW1. idea : use the iPad app puppet pals or Tellagami to share your complete ANZAC A-Z list. 2.1 point-  Find a map shows where Gallipoli is. Take a screenshot or copy it into your ANZAC google doc. 3. 3 point-Weapons of war. Make a chart of weapons used in WW1 and what they did. 4. 2 point-find and record a recipe for ANZAC biscuits 1 Bonus point- find out how the ANZAC biscuit got it's name.

Key Competencies/Vision Principles

Markus was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To try and do more things on my own Ask lots more “W” questions