Learner:Markus P          Learning Coach: Margaret Patrick          Date:7.12.15

Learning Area: Numeracy Narrative Assessment- learning the number system &  ordering

Learning Observed

Markus is growing his knowledge about using a hundred’s board and what happens to numbers as you move along and back a row and when you move up and down a column.  He needs to  know counting numbers from 100 to 1000 now. For this activity he needed to recall that numbers in rows increase or decrease by ones  and that numbers in columns increase and decrease by 10s. He is practicing finding missing numbers greater than 100. He is extending his language at the same time. He has linked the word “row” to the word horizontal and the the word “column” to vertical. He is able to start from a given number and use the rows and columns to help him name the mystery number that needs to be written in the empty space in the grid of the thousand’s book. When he felt confident with this he was given a set of “Place value and ordering cards” with random patterns of parts of a 100’s square. This next step is actually more challenging as he doesn’t have the surrounding numbers in the patterns and has to image the jumps in columns and rows to track his way to the mystery number.

Evidence of learning

Key Competencies/Vision Principles

Markus is is developing his capabilities at growing his knowledge about ordering numbers from 100 to 1000. He is  thinking, while using language symbols and text . He was making  connections with previous knowledge and showing he could recall the patterns of ordering numbers to 100.

Next Learning Steps

be able to recall his learning several days on from this session when he demonstrated that  he could do it. be able to use the blank ‘place value ordering cards’ with a 3 digit number. be able to say the numbers in order requiring him to add on one each time or jump count by adding on 10 without the visual support of the rows and columns in the thousands book.

Learner:  Markus Pakii-Williams   Learning Coach: Margaret Patrick   Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Markus was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Markus was quick to learn the signs for the 4 different categories. He was able to explain why he thought statements should be moved and why. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Markus is displaying an increasing level of participation  and was relating well with the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions. He was fully focused throughout the activity.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems.

Henry, Markus & Taivero get their groove on - Learning Story - August 2015

Learners:  Markus, Henry & Taivero                                          Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

Henry, Markus & Taivero collaborated together to provide a wonderful and inspirational dance component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  The boys co-constructed and collaboratively choreographed (the music can be found in the Leadership Experience presentation) a fun, spunky and energetic movement marvel.  They sparked the curiosity of the crowd with the ‘how did they do that?!.  The learners loved watching them move and flip and jump and dance and most walked away thinking about how they could dance like them.  All lot of iBreak practices and preparation was evident in the quality of the dance.

Evidence of learning

Key Competencies/Vision Principles

While the boys collaborated they made direct and indirect connections to their experience at NYLD.  The related to others, managed themselves responsibly and participated enthusiastically on the day.  They were enthusiastic and responded to changes with resilience.  The preparation was great.  They made us curious and they inspired us while warming up the crowd for Phoenix!

Next Learning Steps

learn some editing so you can pull out the snippets of video that you really want to capture and then put into iMovie write a blog post about the afternoon including your reflections share your learning with family at home

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

Markus's Creating a LH 1 Treaty-Narrative learning Story 11.03.15

Learner: Markus Pakii       Learning Coach:Margaret Patrick            Date:11.3.15

Learning Area:Social Sciences-Place and Environment

Learning Observed

The learners and LCs in LH 1 thought that if we had a treaty it would help everyone manage the way we interacted with others in our beautiful new learning habitat. One of the key values at OrmPS is showing respect. The learners explored the meaning of  “respect” in three  different ways. Respect for ourselves Respect for others Respect for our environment. Everyone agreed on the final selection of criteria and these were printed out and displayed on the wall of LH1. Markus is signing LH1’s treaty.He knows that he is making a promise to the other learners that he will try to make sure he is worthy of being a member of LH1 and that he can can show respect to others and manage himself in a way that makes him feel proud. This includes what happens at iBreak times. Last  week Markus made a few bad choices and his behaviour upset others. This treaty will be a reminder of his commitment.

Evidence of learning

Key Competencies/Vision Principles

Markus is making a commitment to this treaty by signing it. He is wanting to increase his  skills in  Managing Self and building connections with his other learners and LC’s.

Next Learning Steps

Focus during learning opportunities Improve managing his  time so he arrives at activities and learning blocks on time. Stop and think-Don’t follow the leader when you know what is happening is not right. Accept responsibility for his behaviour and know how it impacts on others.