Learners: Ashmira, Jessica, Johanna & Divya
Learning Coach: T.Dillner Date: Term 4, Week 6-10
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Learning Area: iExperience - Technology
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Learning Observed and Vision Principles
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In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable.
All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in.
Ashmira, Jessica, Johanna and Divya all selected Girls Fashion. They were curious about making an infinity scarf out of old t-shirts. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets.
The girls then took the template we used as a larger group and the personalised it to their infinity scarf creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.
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Evidence of learning
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Ashmira, Jessica, Johanna and Divya with Neha, Taanvi and Jahnavi with their prototype Ladybird Magnets.
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Next Learning Steps
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this is him before and he never gave up.
Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena
Learning Coach: T.Dillner Date: 14.10.15
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Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)
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Learning Observed and Vision Principles
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For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it.
Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.
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Evidence of learning
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Next Learning Steps
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Learner: Divya, Jessica & Johanna Learning Coach :DWilkes Date: Term 3-4 Learning Area: Technology
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Learning Observed
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Jessica, Johanna and Divya are certainly developing their animation capabilities in their current iExplore around creating a series of animated videos ‘Miko and Nummy’. The three girls have been working together collaboratively- making substantive decisions together, negotiating their next steps, sharing tasks, taking turns and thinking forward. They have had ample opportunity to make connections to their prior knowledge, for example, the programme is based on one they have seen before, their previous experience with animating (including what they learned at the Google Learner Summit) and how to reflect. They have watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme, self directing their learning. This iExplore is large in scope and it is interesting to observe how the girls are designing their series and mapping out their time. They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve.
They have had voice over auditions, planned and pitched a club successfully to get a team together to assist them, investigated the setting up of a channel to house the completed episodes and learned new software. They are inspirational and resilient! This is a perfect example of what an iExplore learning adventure should be- something the girls are passionate about and invested in. They are learning as part of their process and not for the sake of it. Teaching and leading others in their club will help them make connections, teach others and foster curiosity in others. I am so excited to see where this goes- well done girls!
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Evidence of learning
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Next Learning Steps
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Learners: Divya & Johanna Learning Coach: T.Dillner Date: 21.9.15
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Learning Area: Technology - 3D Printing
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Learning Observed
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Divya & Johanna chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose?
The next stage was to come up with an item that we use at school and repeat the BAR process. Divya & Johanna decided to replace the cubbies the learners keep their bags in. They designed and created a locker large enough to sit in!
Divya & Johanna had to use the website TinkerCad to design their new and improved locker. They had to use the pre-existing shapes to form their 3D model which was then printed out by our LH1 3D printer.
After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.
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Evidence of learning
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Key Competencies/Vision Principles
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Divya & Johanna were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Divya & Johanna were connected as they were able to show their learning in three different mediums (paper, digital and printed model). The girls also showed capability at presenting their learning to other people in the 3D printing group (see photo above).
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Next Learning Steps
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Learner: Johanna Learning Coach: DWilkes
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Learning Area: Literacy Date: Aug 2015
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Learning Observed
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This term all Year 5-6 learners in LH1 wrote a speech on a topic of their choosing. Oral language is an important skill and Johanna refined her knowledge of some language features to enhance both the speaking and writing of her oral presentation. Johanna’s speech about ‘Minions’ demonstrated a growing ability to be persuasive both through the content and delivery. Johanna learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three; and varied sentence structures like statements, questions, exclamations and commands. She learned about the structure of a speech including introductions, endings, sequencing words and how to make his point clear. She also explored how to creatively add additional details to make the argument stronger. This was based around the ‘hamburger method’ of speech writing. It was wonderful to see Johanna do her persuasive speech on a topic that she is passionate about.
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Evidence of learning
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Some of the tools used to structure and develop the speech
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Key Competencies/Vision Principles
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Johanna cultivated the curiosity of others with her speech on the minions- she made everyone wonder about these characters! She connected with her audience using emotive language. She collaborated with other learners while practicing her speech and responded to feedback and lead the discussion, writing and providing of feedback and feed-forward to the other learners when they did their speech or poem. Her public speaking capability has grown as a result of this experience. She was assessed against all four of our Ormiston Primary Vision Principles.
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Next Learning Steps
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