Thursday, August 20, 2015
Awesome Tile Art
Yesterday I really enjoyed made a picture of Letter is O and I have Ninjago Lego face, sea , minion and storm. My favourite is paint with the tile. Awesome piant because I put piant on the tile. The piant is quick dry. The colour is green, blue, yellow and pink. I am Happy because I piant and pictures on my tile. I am waiting and excited about woman give me my tile. I want to see bright on my tile. When it is fired
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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Monday, August 10, 2015
Learner: Mohammed Kan Learning Coach: Margaret Patrick Date:23.07.2015
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Learning Area: Collaboration Narrative Story
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Learning Observed
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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.
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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 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.
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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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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
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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, May 19, 2015
Mohammed's Drama Learning Story - May 20, 2015
Learner: Seth Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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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!
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Evidence of learning
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Seth makes effective use of space, imaginary props and movement.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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