Learner: : Seth, Mohammed & Jasonta 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 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
|
Evidence of learning
|
    |
Key Competencies/Vision Principles
|
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.
|
Next Learning Steps
|
|
Showing posts with label collaborative. Show all posts
Showing posts with label collaborative. Show all posts
Wednesday, August 19, 2015
Habitats & Continents Learning Story
Monday, August 10, 2015
Learner: Mohammed Kan Learning Coach: Margaret Patrick Date:23.07.2015
|
Learning Area: Collaboration Narrative Story
|
Learning Observed
|
Mohammed 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. Mohammed 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
|
Mohammed 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.
|
Next Learning Steps
|
|
Tuesday, May 19, 2015
Mohammed's Drama Learning Story - May 20, 2015
Learner: Seth 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. Seth worked in a group with Taanvi, Nehaal, Mohammed and Anjlii to use different techniques to explore drama elements and conventions and exhibited creativity and enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, Seth worked well with others offering ideas and demonstrating creativity and a sense of fun. His group selected the American culture and crafted an entertaining performance indicative of this culture featuring some swish Michael Jackson dance grooves!
|
Evidence of learning
|
Seth makes effective use of space, imaginary props and movement.
  |
Key Competencies/Vision Principles
|
Seth demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself well. He is able to make Connections between what he knows about a culture and how to express that with movement, no sound and imaginary props.
|
Next Learning Steps
|
|
Subscribe to:
Posts (Atom)