The Zoo Trip

On Thursday last week our habitat went to the Zoo, it was so interesting. My favourite animal was the baboons because it had a pink butt and the baby baboon was on its mother's back it was so cute! The weirdest animal was the capybara because it was huge! Next time when I go to the zoo I want to see the Mere cat tunnel. I wonder why baboons butts are pink and why Capybara's are so big! The thing I thought was most human like were the seals because they were big show-offs!

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

Maori language week

Today is one of the days in maori language week and this all started in 1975, 30 years ago.
We use maori languge week to pass te reo on to our children. 

We also use it to promote the use of the maori language and to encourage and support the language development of parents who can then whāngai the language to their children.

Collaboration

Collaboration

Collaboration means working together and also means sharing ideas instead of keeping it to his/her self.

It also means if you have a device and you are told to share it with a group you have to share it instead of telling them that they need to wait for after their turn.

Collaboration also means that you can't hog the screen and instead of you typing yourself take turns and let the rest of the group type instead- don't hog the screen or say that it's your turn now so the other person can't have a turn. Collaboration is also when a new person asks you how to do something don't say ask someone else say "ill be with you in a minute" or say "ok ill help you."

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 Maths Learning Story

Learner: Johanna    Learning Coach:  T.Dillner          Date: 2.7.15

Learning Area: Mathematics - Probability

Learning Observed

Recently in Mrs Dillner’s Maths group, we have been learning about Probability and Chance. We were talking about the probability of random events like flipping a coin, rolling a dice or using a spinner. Johanna chose to work with Aleena to find out the probability of rolling numbers on a dice. They had to roll a dice 50 times and record the number of times each digit was rolled. Johanna and Aleena correctly used the provided template to record their answers and then worked together to analyse which number was rolled the most and why. They were able to outline their thoughts about this and share them with each other and the group working next to them.

Evidence of learning

Key Competencies/Vision Principles

Johanna and Aleena worked collaboratively to allocate roles of recording and rolling the dice. They thought and reasoned together after they completed 50 rolls (Participating and Contributing). Johanna and Aleena were able to connect their prior learning about Probability to make their analysis more accurate and formal (Thinking). Both girls showed they were capable of completing a basic Probability task and need to apply this knowledge to more complex learning in the future.

Next Learning Steps

Self-direct another Probability based activity that has real world implications. Create a digital version of this learning to upload to personal blog or share with learners from another Maths group.

Johanna's iExperience Learning Story

Learner: Johanna    Learning Coach: T.Dillner           Date: 22.5.15

Learning Area: iExperience - Social Science

Learning Observed

We have recently been learning about Maori culture. This iExperience session was around how the Maori people lived in a Pa before the Europeans arrived. Using the teaching, diagrams and photos, the learners had to sketch their own interpretation of a Maori Pa. It had to be labelled, showing fences and buildings. Johanna drew an accurate representation of a Maori Pa by drawing it on a hilltop and beside the sea for defense and safety. She had spiral fences that were staggered up the hilltop for warriors to fight against intruders.

Evidence of learning

Key Competencies/Vision Principles

Johanna was showing capability by including all the necessary features of a Pa. She transferred the learning from the teaching session to her own knowledge and this was represented in her drawing (Thinking). Johanna worked well on her own (Managing Self) and connected with how living conditions have changed over time.

Next Learning Steps

Use colour to add definition and detail to the drawing. Take her learning one step further and construct a model during iExplore.