Miko & Nummy iExplore Learning Story - September 2015

Learner: Divya, Jessica & Johanna                                         Learning Coach :DWilkes      Date:  Term 3-4                                                                       Learning Area: Technology

Learning Observed

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!

Evidence of learning

See a short video of their animation here See their iExplore Learning Model Doc here

Next Learning Steps

keep updating your iExplore doc- this can’t be all Jessica all of the time and ensure sufficient detail and reflection (this includes what is going well and what the challenges have been) write a reflective blog post about your iExplore experience to date including your club set up and what you will do for the club make an iMovie of what you are doing like a lesson, to teach other learners how to animate the way you are set up a sub-channel on our LH1 Youtube account

Johanna's Speech Learning Story - August 2015

Learner:  Johanna                                                                          Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

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.

Evidence of learning

Oral Language Rubric Here Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

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.

Next Learning Steps

Practise in front of a mirror to work on eye contact and volume of voice. Seek feedback from other learners during planning and writing stages in order to increase collaboration. write a reflective blog post embed the oral rubric into her learning pathway and a copy of you presenting the speech -Video yourself and watch to self-assess. practice reading aloud daily write what you think your next steps are in the comment section

Google Summit Learning Story - August 2015

Learners:  Ashmira & Johanna                                      Learning Coach: DWilkes

Learning Area: Technology and KCs                            Date: Aug 12, 2015

Learning Observed

Ashmira & Johanna made us all proud when they represented us at the first ever Student Google Summit on Aug 12 at Hobsonville Point Primary School.  They were joined by hundreds of other learners from around Auckland and facilitated and participated in some exciting workshops about learning with digital technologies.  There was a lot of work leading up to this day.  First, Ash and Johanna met with Ms Wilkes to express their interest, brainstorm what they could present and then write and submit their pitch to the GEGNZ.  They demonstrated passion, commitment and skills while meeting their deadline.  This was their pitch which they decided to do on our Blogs: Blogger We are going to talk about our personal Google Blogs and how we use Blogger in Our School. We use Blogger to write posts about our learning and what we do at school that we think we should write about to share with the learners and learning coaches. We also get narrative assessments in our blogs. These are learning stories that our Learning Coaches write about our learning for us and our parents to read, comment on and learn about our day to day learning. They were of course successful and were added to the programme.  They then had to create their presentation and included lots of interactives like writing a blog comment in their blogs.  The learners decided it would be great if they could practice their workshops the day before to iron out any crinkles and so they were able to facilitate their workshops for the rest of the habitat.  Ash and Johanna did their practice run with a group of 18 learners and responded to feedback,making some small changes to improve their presentation.  On the big day they both demonstrated capability and collaboration.  They also demonstrated confidence and resilience when many devices couldn’t access the internet.  We were very proud of the way they solved problems, remained calm, positive and supported the participants.  Way to go girls!

Evidence of learning

Ashmira and Johanna practice their workshop with Lh1 Johanna and Ash present confidently to an interested crew Ash and Cooper & Johanna join the OrmPS gang for a googliscious photo!

Key Competencies/Vision Principles

The girls showed they could relate well with others both in their collaborative effort in creating and facilitating their presentation and in responding to feedback.  They participated and contributed, managing themselves in 3 other sessions on the day and took their learning back to OrmPS to share with others.  They showed curiosity in the google cardboard session and made connections to prior knowledge.  They were capable at solving problems when there were technical difficulties and constantly collaborated to maximise their own learning and that of others.

Next Learning Steps

start thinking about their presentation for next year write a blog post about their experience teach family members some new skills/tricks they learned

Neha, Johanna & Divya present Riley & Steve's message from NYLD - August 2015

Learners:  Johanna, Divya & Neha                                             Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

Neha, Johanna and Divya collaborated together to provide a wonderful and inspiration component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  The girls co-constructed a presentation and speech which included a video of Riley and Steve (which can be found in the Leadership Experience presentation).  They sparked the curiosity of the crowd with the strong message of conservation and ‘yes you can’.  The learners loved watching the video and most walked away thinking about how they can help wildlife.  Practicing their public speaking, writing, presenting and leadership was what they did while the audience was inspired by Riley’s commitment to conservation.

Evidence of learning

Neha, Johanna and Divya share Riley and Steve’s passion and message

Key Competencies/Vision Principles

While Divya, Neha and Johanna collaborated they made direct and indirect connections to their experience at NYLD.  The related to others, managed themselves responsibly and participated enthusiastically on the day.  They were enthusiastic and responded to changes with resilience.  The preparation for the presentation was great.  They made us curious and they inspired us!

Next Learning Steps

learn some editing so you can pull out the snippets of video that you really want to capture and then put into iMovie write a blog post about the afternoon including your reflections share your learning with family at home

Johanna's Collaboration Learning Story - July 2015

Learner: Johanna      Learning Coach:   DWilkes      Date: 20-07-15

Learning Area: Key Competencies (Collaboration)

Learning Observed

On our first day back in Term 3 we had a super day of “Collaboration” immersion activities.  While the learners worked on the Collaboration Challenge in mixed ability, mixed year level groups they collaborated on a variety of tasks which encouraged discussion, problem solving, perseverance and teamwork.  It was great to observe Johanna as she was very engaged in the tasks, demonstrating patience, sharing and teaching others.  I noticed that she took a lead both in supporting our new learner Daniel and in a variety of other challenges like writing the acrostic and putting the evidence in Pic Collage.

Evidence of learning

Acrostic writing challenge                                   Pic Collage challenge

Key Competencies/Vision Principles

Johanna quietly and  enthusiastically embraced the challenge demonstrating collaboration strategies such as asking questions and making decisions together.  This activity challenged her and her team to develop their problem solving skills (Thinking).  Johanna definitely related well to others and managed herself to maximise their collective learning.

Next Learning Steps

grow her capacity for collaboration by working with learners and practicing reflective listening use a new digital tool like Storybird to write a collaborative story taking her time to explain her ideas to others in a loud clear voice and taking think time after a question is posed

Johanna's Drama Learning Story - May 2015

Learner: Johanna                                                                           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.  Johanna worked in a group with Divya, Alysia, Shaun and Jarad to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing when asked to initiate and develop ideas with others to create a dramatic 1 minute skit about a culture. She really engaged and participated in the process with her group and demonstrated quiet leadership.

Evidence of learning

Johanna makes use of space, facial expressions and movement.

Key Competencies/Vision Principles

Johanna demonstrates that she can work Collaboratively with others towards a common goal. She shows her Capabilities in following complex instructions and strives to meet the success criteria- managing herself and others. She is able to make Connections between what she knows about a culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect Practice at home with games like ‘ Charades’ and ‘Props’

Johanna's Literacy Learning Story

Learner: Johanna F             Learning Coach: Bex Remington            Date: 2 April 2015

Learning Area: iDevelop - Writing

Learning Observed

During our literacy session, learners are able to choose from a range of independent activities. For the writing activity learners can choose their topic and genre of writing.  During the writing activity Johanna has been editing and adding detail to a story she called ‘The Magical Necklace’.  I have given her feedback on this story and she has been able to make changes based on that feedback.  Johanna enjoys writing narrative stories and has just begun writing short poems. I have noticed that Johanna is shy about sharing her narrative stories with others but is happy to share her poems.

Evidence of learning

This is Johanna’s Magical Necklace Story.

Key Competencies/Vision Principles

Johanna shows a developing understanding of language, symbols and text and is beginning to understand how to add detail and description to her work.  She demonstrates capability in writing and is beginning to share more and participate and contribute during shared writing sessions.

Next Learning Steps

Create a collaborative writing piece Try to write using different genres - for example creating a recount, or play Share her writing with others especially by reading it out to them