Learner:Mohammed Khan Learning Coach: Margaret Patrick Date:3.12.15
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Learning Area: Numeracy Narrative Assessment
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Learning Observed
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Mohammed is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would help him decide what type of maths operation and equation he needed to do. He drew a place value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.
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Evidence of learning
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Key Competencies/Vision Principles
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Mohammed is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was making connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.
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Next Learning Steps
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Showing posts with label Capabilities. Show all posts
Showing posts with label Capabilities. Show all posts
Wednesday, December 2, 2015
Wednesday, August 19, 2015
Habitats & Continents Learning Story
Learner: : Seth, Mohammed & Jasonta Date: July 2015
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Learning Area: Science Learning Coach: DWilkes
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Learning Observed
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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 Seth & Mohammed began to recognise that living things are suited to their particular habitat, Jasonta 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. Jasonta, Mohammed and Seth can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa
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Evidence of learning
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Key Competencies/Vision Principles
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The boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and communication with Jasonta. 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 excellent questioning and problem solving strategies while they worked with Diane. 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.
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Next Learning Steps
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Thursday, July 2, 2015
Mohammed's Visual Art Narrative Assessment
Learner: Mohammed Date: June 2015
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Learning Area: iExperience - Art and Design Learning Coach: John Dyer
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Learning Observed
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Mohammed is a friendly boy who I enjoy interacting with. He is always polite and willing to share his time with others. I have noticed him trying his best in a range of learning experiences and taking pride in his work during this term.
All the learners in our habitat are designing a ‘Google Doodle’ to be entered into this year’s competition. The theme for this year is ‘If I could go back in time, I would… Mohammed had some effective ideas and enjoyed designing his image.
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Evidence of learning
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Mohammed focussing hard as he constructs his masterpiece!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Mohammad can use his design skills to create images and logos for Te Manawa. There is good opportunity for designs in our new school with blank canvasses all around.
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Sunday, May 24, 2015
Mohammed Reading Narrative Assessment May 2015
Learner: Mohammed Learning Coach: Margaret Patrick Date: May 2015
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Learning Area: English- Reading Narrative Assessment
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Learning Observed
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Mohammed chose the text “The Miller, His son and Their Donkey” for his PM Benchmark Level 23 reading assessment. Mohammed is a NZSL signer but uses spoken english to associate his signing. Hs speech is not clear and can be difficult to understand.
I introduced the word miller to him. He was able to skim the text and said “ooh!” ’When he saw mostly text and not lots of pictures. This was a challenging text for Mohammed. Many of the text specific words he attempted using the beginning sounds only eg: fan for fancy, lonely for load, foned for frowned. Many verbs were in the present tense eg: come instead of came, meet for met, and brake for broke which he did not self correct. He had quick recognition of the high frequency words.
Mohammed’s retell took a lot of time. He was very slow recalling the details of the story. The story depended on him being able to make inferences. He needed prompting to “tell me more” during his retell of the story. I had Kaori Kobayashi a Deaf teacher sit and observe his signing and she confirmed that he did not understand. After the test was completed she sat with him with voice off and said he was able to share only a few more details.The ability to retell a story including lots of details and plot sequence has been one of his previous IEP goals. Referring to the text did not appear to help Mohammed today. Next time I will video Mohammed signing his story and see if he chooses to sign with voice off for his answers.
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Evidence of learning
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Key Competencies/Vision Principles
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Mohammed scored 94% reading accuracy, 50% comprehension and 35% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He struggled with this text. This text was hard for Mohammed and he needs to remain on Level 22 for instructional reading purposes. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.
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Next Learning Steps
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Tuesday, March 10, 2015
Mohammed's Writiing Narrative Assessment 11.03.15
Learner: Mohammed Khan Learning Coach: Margaret Patrick Date: 11h March, 2015
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Learning Area: Literacy- Writing/ Communication
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Learning Observed
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Mohammed likes travelling to Wellington in the holidays because he gets to catch up with his cousins. Mohammed 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 . He discussed his trip with me and compiled a “helpful word “ list of words he would need to use when he started writing.
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Evidence of learning
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Key Competencies/Vision Principles
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Mohammed is writing at Level 2a-b of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating his capabilities in Using Language, Symbols and Texts to communicate his ideas about his trip and is building his writing capabilities.Mohammed demonstrates that he can use topic specific paragraphs to record the various events of his trip. There are a couple of time markers to support the time sequence flow of the various events he enjoyed doing. He has good control of spelling high frequency words, is using SVO sequence in his sentences and has a title to explain to his readers what his story is about. He tends to rely on “and” and ”then” to make compound sentences. He can use irregular verbs but the past verb tense is not consistent throughout his story. He is editing and reshaping his work. He was able to co-construct a list of Success Criteria with a group of learners to help him edit his writing.
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Next Learning Steps
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