Learner: Mohammed Date: June 2015
| |||||||||
Learning Area: iExperience - Art and Design Learning Coach: John Dyer
| |||||||||
Learning Observed
| |||||||||
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.
| |||||||||
Evidence of learning
| |||||||||
Mohammed focussing hard as he constructs his masterpiece!
| |||||||||
Key Competencies/Vision Principles being demonstrated
| |||||||||
| |||||||||
Next Learning Steps
| |||||||||
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.
|
Thursday, July 2, 2015
Mohammed's Visual Art Narrative Assessment
Tuesday, June 23, 2015
Trip to the Umupuia Marae
Guess what? I went to Umupuia Marae and it was fantastic. The coolest activity was the tai aha. It is a traditional weapon of the Maori. It used for short sharp strikes. I liked this because I need erengy and strong.
Sunday, May 24, 2015
Mohammed Reading Narrative Assessment May 2015
Learner: Mohammed Learning Coach: Margaret Patrick Date: May 2015
|
Learning Area: English- Reading Narrative Assessment
|
Learning Observed
|
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.
|
Evidence of learning
|
Key Competencies/Vision Principles
|
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.
|
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
|
|
Learner: Mohammed Learning Coach: Ms Taylor Date: 19 May 2015
|
Learning Area: iExperience - ANZAC
|
Learning Observed
|
Mohammed 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 points- 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 points-Find a map that shows where Gallipoli is,Take a screenshot or copy it into your ANZAC google doc.
3.3 points-Weapons of war. Make a chart of weapons used in WW1 and what they did.
4.2 points- find and record a recipe for ANZAC biscuits 1 Bonus point- find out how the Anzac biscuits got it's name.
|
Key Competencies/Vision Principles
|
Mohammed 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
|
|
Sunday, March 22, 2015
Mohammed's Creating a film-iExplore Stage 2-Narrative Learning Story 23.03.15
Learner: Mohammed Khan, Aleena and Ashmira Learning Coach: Margaret Patrick
Date: 23rd March 2015
|
Learning Area: Communication- Creating a film -Stage 2
|
Learning Observed
|
Mohammed has been working on making a video of the new school in 2 languages as a means to introduce visitors to our wonderful, innovative environment. Mohammed completed his storyboard but needed to collaborate with some other keen learners who could do the spoken English version while he focussed on the translation to NZSL. With NZSL support he approached Aleena and Ashmira who are starting the NZSL club to see if they were interested. They were and so the three of them set up a shared document and have written the script to go with each prioritised area of the school. On Monday 23rd March, they met with Kaori or is Deaf teacher to discuss the best way to include the NZSL translations. They decided to use Aleena’s IPad and film the intro together then film each part of the school with the girls fronting the spoken version and inserting Mohammed signing the NZSL translation. The three of them shared the script doc with Kaori and she spent today translating it, then during iExperience time, she worked with Mohammed. The grammar is so different in NZSL compared to English so it takes time to translate. Mohammed needs to be filmed separately and the three of them are ready to start filming on site. This has been been an in depth iExplore for Mohammed and it was so encouraging for him to be congratulated by the girls for the work he had done on preparing the storyboard. The girls have experience filming and editing that they can share their skills with Mohammed. Congratulations!
|
Evidence of learning
|
 |
Key Competencies/Vision Principles
|
Mohammed, Aleena and Ashmira are ensuring that by making this film any visitors whether Deaf or hearing, feel connected to our school when they arrive. They are demonstrating the OrmPS principle of collaboration. They are demonstrating the competency of relating to others and are participating and contributing to our school culture of making everyone feel welcome. During the collaboration process they are sharing their skills and learning from each other.
|
Next Learning Steps
|
|
Saturday, March 21, 2015
Mohammed's KDEC Sports Day Narrative Learning Story 19.03.15
Learner: Mohammed Khan Learning Coach: Margaret Patrick Date: 19th March, 2015
|
Learning Area: Health & Physical Education- Maintaining Regular Physical Activity
|
Learning Observed
|
Mohammed 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 and high jump. He was a place getter in the 100m heats and had a really good time which earned him a place in the finals. Then the heavens opened and the rain came down. Unfortunately the rest of the events were cancelled. Mohammed handled it very well. He will have to wait to challenge the record time for the next year age group up in 2016.He was so proud of his efforts. We had practiced how to start the sprints at school during PE time. He powered out of the start and you can in the photo how he was using his arms and his eyes were focused ahead. He was motivated to push himself as he had Taivero 2 lanes away. He caught up and passed all the other competitors in his heat.
|
Evidence of learning
|
 |
Key Competencies/Vision Principles
|
Mohammed is always keen to join in physical activities. He is first to encourage and congratulate other students when they enjoy success at something. He relates well to others and through regular physical activity he is developing his capability and increasing his level of participation in sporting activities.
|
Next Learning Steps
|
|
Subscribe to:
Posts (Atom)