Markus' ANZAC Poppy Challenge Learning Story

Learner:  Aimee, Markus, Jasonta and Alex        Learning Coach: Bex Remington         Date: 1 May 2015

Learning Area: iExperience - ANZAC Poppy (Social Sciences)

Learning Observed

The group had been looking at the different symbols of ANZAC.  This was the last day of the workshop so they were presented with a Poppy challenge.  The group had 10 sheets of newsprint, 4 sheets of red paper, 1 sheet of black paper and 10 meters of tape each.  They had to create the tallest poppy that they could.  The group also only had 20mins to complete the task.  This group quickly got together and assigned individual tasks so everyone knew what they were suppose to be doing.  They made a plan of how to do it before they started so they wouldn’t waste their materials.

Evidence of learning

Aimee, Markus, Jasonta and Alex working together to create their paper poppy.

Key Competencies/Vision Principles

The learners in this group showed collaboration throughout this entire task, as they knew they were under time pressure they realised that they needed to help each other to get it finished, this also showed how they could relate to others.  Jasonta, Alex and Markus were used to working with each other so it was good to see them including Aimee in their group.  They all complete their roles well showing the ability to participate and contribute in a group setting.  Their poppy ended up being the tallest and only one finished on time.  They believed this was because they had a plan that they followed from the beginning.  This plan demonstrated their ability to think.

Next Learning Steps

Work with each other more often and develop their team-work skills To take on more technology challenges, either together or as a group Share what they found challenging or interesting about completing a challenge like this, with others

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

Markus's Lego Building Narrative Learning Story - 18-03-15

Learner: Markus          Learning Coach:  Janice Taylor        Date: 18 March 15

Learning Area: Art building skills

Learning Observed

Markus was part of group who selected the  “Making Lego” activity.During the session he viewed a video about the history of Lego. Where it came from and how it became Lego. The next step was to google images of lego pictures and select one to draw. Using a sheet of paper he copied his picture and then used colour to match the lego colours.When he finished his drawing, he used the lego to build what he had drawn. He was able to use different sizes and colours to build his lego figurine.

Evidence of learning

Key Competencies/Vision Principles

Markus was exploring the art making technique of building and applied it to the process of Lego. He has been developing his capability to build objects in a more life like manner using the process from 2D to 3D design. He was proud to show his end product and would like to develop this further.He demonstrated effective self management skills.

Next Learning Steps

Use the process of using a 2D drawing to build a 3D figure Experiment with different shapes and sizes

Markus's Writing Narrative assessment- 16.02.15

Learner:  Markus Pakii   Learning Coach: Margaret Patrick     Date: 16th Feb 2015

Learning Area:  English- Writing Narrative Assessment Feb 2015

Learning Observed

Markus enjoyed the closing ceremony for the Deaf Provision at Papatoetoe East Primary School. He decided to use this experience for his writing. He recorded his story in a recount format.He was able to recall the the various parts of a recount using the hamburger model, prior to writing. He discussed this event with me and compiled a “helpful word “ list that arose out of our discussion so he would have them when he started writing.These included  words like; prayer, blessed, assembly, provision and celebration.  He demonstrates that he can use paragraphs. All were all linked to the celebration topic. The SVO sequence is well established and occasionally he uses the conjunction “and”. He can use capitals for proper nouns but will write words with capitals in the middle of sentences. He has used a variety of sentence starters. His use of the  past tense for a recount is inconsistent. The use of “to” and articles “the” or “a” are often missing. Markus is not rereading his writing. He needs to be prompted to self edit. He has used the adjectives, old and happy.His story is sequenced according to the time order of the events that made up the day’s celebration.High frequency words are spelt correctly.

Evidence of learning

Key Competencies/Vision Principles

Markus is writing at Level 1e of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating and developing his  his capabilities in Using Language, Symbols.

Next Learning Steps

Consistently use the past tense when writing a recount. Be mindful of irregular verbs eg sing/sung Edit for capital letters and full stops at beginning and end of sentences.Monitor use of other capitals for proper nouns. Add more detail to his story and share his feelings and reactions to engage the his audience more.. Use wider range of cohesive devices. Introduce using because along with and.

Markus's KDEC Sports Day -Narrative Learning Story 22.03.15

Learner: Markus Pakii    Learning Coach: Margaret Patrick   Date:22nd March, 2015

Learning Area: Health & Physical Education- Maintaining Regular Physical Activity

Learning Observed

Markus participated in the KDEC sports day.He attempted all the events. These included: 100m sprint, long jump, and the vortex throw. Due to the rain the rest of the events were cancelled so he missed out on the discus, shot put and high jump. In the photo he was getting ready for the vortex throw. He was really attentive to the visual starting flags. He was able to move from each event with 61 other Yr 6 students. He managed himself really well throughout the day and made good choices that ensured he participated in all the events on offer. This year he wasn’t a final place getter but in his reflection on arrival back at school he commented about enjoying the vortex throw and he ran 4th in his 100m heat.

Evidence of learning

Key Competencies/Vision Principles

Markus is always keen to join in physical activities. Through regular physical activity he is developing his capability and increasing his level of participation in sporting activities. He needs to build up his self management skills because at times he does silly things to try to impress other students.

Next Learning Steps

Be able to participate in casual team games during  i Break times and follow the agreed upon rules. Participate daily in iActive. Join in team sports activities. Add his name for the soccer 7 a -side next term.