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

Learning Area:Reading  Assessment- learning the number system &  ordering

Learning Observed

Markus is buddy reading with Jona from  LH 2. This happens every Wednesday. The junior learners join the senior learners in LH5. We start off with talanoa in groups on the whariki on the floor and follow the protocols of talanoa. The learners then find a partner and they both take turns reading a familiar text to each other. We started this in Term 3 and when we gathered some student voice they all said they really enjoyed it and wanted it to continue. The learners really look forward to this each week. The older learners are great at clarifying signs or intonation for the younger learners. It is great for them to take on “the expert” role and see them nurturing the younger ones  along as they read.I have noticed that the older learners love to go back to our shared reading texts. They demonstrate how confident they are at using what was “new” vocab when we were first reading the books and developing our reading strategies. .You can see them explaining what the words mean and modelling asking questions related to the texts that they have experienced during our shared reading sessions The younger ones love it as they get to sit with the “big” learners and experience seeing them reading confidently and being excited about the text they are sharing.Maybe they are thinking.. “Here is a reader to aspire to. I can be be like them as I get older”.

Evidence of learning

Key Competencies/Vision Principles

Markus is displaying an increasing level of thinking, while using language symbols and text . He is connecting with a junior learner and sharing his expertise and enthusiasm in reading. He is demonstrating his capabilities and becoming the expert and teaching others

Next Learning Steps

select a different learner each time work a. prepare a text in advance video themselves  and their partner and review it together write a reflection of blog about buddy reading. discuss ads o group what reading strategies they see the younger learners using and what type of help/support they needed to give. set up a time when they could have turns reading to themselves in an audience situation as one of the weekly reading design activities.

            

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.

Continents & Habitats Learning Story

Learner: Brooklyn, Markus and Alex     Date: July 2015

Learning Area: Science                           Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Markus & Alex began to recognise that living things are suited to their particular habitat, Brooklyn really enjoyed this activity.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Brooklyn, Alex and Markus can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The three of them were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with each other. They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed some good questioning and problem solving strategies. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

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

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