Math Narrative

Statistics

Mathlympics Narrative- Week 4&5

Narrative Assessment: Learning Coach:  Diana Wilkes         Date: 25 August 2016

Learning Area:         Maths                                               Key Competency:    Using language, symbols & texts, Managing Self NZC AO:                   Level 2 Measurement→ Create and use appropriate units and devices                                       to measure length, area, volume and capacity, weight (mass), turn                                       (angle), temperature, and time.

Learning Observed

We have had a mathalicious two weeks!  Norah, Momo and Louisa have participated in the Mathlympics iExperience which has involved a series of measurement challenges, a BreakOut code team problem solving tak and an archery challenge,  The mini-mathlympics iExperience enabled the girls to be curious as they explored the resources in the various mathlympics activities where they measured volume, capacity, distance, time and practiced setting up a calendar. They were encouraged to explore the different resources and see how they could build on their maths capability. They connected the knowledge that they already had about good ways to practise maths capability with the equipment and used it to make conclusions about what to do with the equipment.  In the BreakOut EDU activity the girls collaborated well and managed to crack some codes. It was great to observe how well the girls collaborated together and how they applied their prior knowledge to the bow and arrow design.  The girls were inspired by some videos before they began to draw their design and list the materials needed.  They built their design with materials making modifications as they went and practiced shooting before the final competition.

Evidence of learning

Youtube video here: https://youtu.be/NKpXRhS4mX4

Next Learning Steps

Tell your family about how you improved your bow and arrow to make it shoot farther Write a blog post to reflect on the learning especially what you’d do differently next time. Practice measuring at home (eg. when cooking)

Olympic Narrative

Learner: Momo, Alesha and Norah     Learning Coach: Mr Hattie          Date:2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

During iExperience we were discussing sports that have been discontinued from the Olympics. Some very weird sports indeed, such as underwater swimming, horse high jump, rope climbing, even cricket was once in the Olympics. For this task the learners were charged with coming up with inventing a new sport. They had to come up with the rules, how to play, uniform and show the others their game. Momo, Norah and Alesha’s group go very excited about this idea. There was talk flying back and forth about whether they want to involve jumping, running, team game or individual events. Momo and Alesha were frantically writing down the ideas for the games they could play, showing great brainstorm Capabilities. The Collaboration in terms of deciding what they should pick was very high. They showed their Capabilities with coming up with the team uniform. Norah said “because we are from NZ we should have the fern and the clothes need to make our game easier”. This was a great Connection to know that a uniform is both a representation of your country as well as something that should be suitable to the sport. Their team sport was called human high jump. This is where you have to pile your team mates on top of each other to and jump over them.

Evidence of learning

Momo, Alesha and Norah discussing their game.

Next Learning Steps

Momo, Norah and Alesha’s next learning steps are: Use this experience to springboard an iExplore. Use the experience to write an instructional piece. Design the game further and run a PE session with it.

Learner: Leon, Saif, Momo, Maanvi  KahJun           Date: July T3,Wk 1 2016 Learning Coach: Margaret Patrick                             Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to get as many quoits over the 2 pegs as possible at the same time. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.

What's your favourite fruit or winter sport?

Collaborative Capabilities in LH1

Momo's Swimming Learning Story

iReflect Momo and Norah

for NZSL week:

What have you learnt today?

I have learnt how to do the ABC in sign  language 

What is your goal?

My goal is to learn how to sign the Merry Christmas in 

sign language 

 

 

Origami Narrative

Learner: Delcy, Sami, Momo and Angkor  Learning Coach: Mr Hattie          Date: 2016

Learning Area: Learning Habitat 1 - iExperience ANZAC

Learning Observed

We have been working on an ANZAC Challenge. The learners are working their way through a series of activities that relate to different areas of ANZAC Day. This is a fun way of learning a lot of information about ANZAC Day. Delcy, Sami, Momo and Angkor are working Collaboratively in a group. They were working on Tote box that the soldiers would have used or had in the War. They had to watch a youtube tutorial on how make it using Origami. First the group started with one person trying to figure it out with the others helping. Once they made one Delcy, the one who was trying to figure it out, taught the others how to do theirs. This was a perfect example of using Capabilities and Collaboration to achieve a task. I was really impressed to see how well they were working together.

Evidence of learning

Next Learning Steps

Delcy, Sami, Momo and Angkor’s next learning steps are: To write information on the boxes about ANZAC Day. To teach another group how to make the box.

Momo, Melissa & Nishita's Mars Rover Learning Story

Learners: Melissa, Momo & Nishita Learning Coach: T.Dillner           Date: 07.03.16

Learning Area: iExperience - Space                Key Competency: Thinking

Learning Observed

The learners had six activities to choose from to extend their knowledge about Space. Melissa, Momo & Nishita chose to take part in one that required problem solving and thinking skills. They had the option to make either a Mars Rover or a Satellite and picked to do the Mars Rover. With the provided materials, Melissa, Momo & Nishita had to make a connection between their own version and the image that was shown on the screen. The girls showed curiosity by using the materials in specific ways and both tried to use as much detail as possible in their creation. They collaborated by sharing ideas and possible ways to overcome issues, ultimately being very pleased with their final product.

Evidence of learning

Next Learning Steps

Complete the models in the morning before school begins. Answer the discussion questions about their models, listed on the slideshow.

Daisy, Bariyah, Riya, Momo & Eknoor's Math Learning Story

Learners: Bariyah, Momo, Eknoor, Daisy & Riya Learning Coach: T.Dillner           Date: 18.2.16

Learning Area: iDevelop - Math               Key Competency: Thinking

Learning Observed

Bariyah, Momo, Eknoor, Daisy and Riya are all in the Pioneers Math Group. In Term 1 we are particularly focusing on strategies to help us when we add and subtract. The first strategy we looked at required the learners to practise how to connect their knowledge of doubles when adding. A basic example of this is 5 + 5 = 10, so 5 + 7 is the same as 5 + 5 + 2 = 12, or 10 + 2 = 12. All five girls were new to this strategy and after two sessions they were capable of clearly outlining their thinking out loud and in writing. They practised by using counters to make groups, identifying which double they needed to use, and then splitting the larger group to make the matching double with the left overs.

Evidence of learning

Next Learning Steps

Finish the tasks set in the Pioneers Digi Book Use this strategy when practising Basic Facts adding up to 20 set by Mrs Dillner.

Angkor & Momo's Learning Story - Read to Someone/Listen to Reading

Learners: Angkor & Momo     Learning Coach: T.Dillner            Date: 18.2.16

Learning Area: iDevelop - Reading

Learning Observed

As part of our Reading programme in LH1, the learners have been learning about the parts of the Daily 5. This covers a range of activities to enhance capabilities in Literacy. Angkor and Momo were spending time reading to one another. This is one aspect of the Daily 5 where learners sit elbow to elbow and knee to knee in order to best communicate to one another. They took turns at reading and listening, following along with the text and pictures. Angkor and Momo selected their own books by practicing how to connect the parts of the ‘I Pick’ method - What is the purpose of this book? Is the book interesting? Can I understand/comprehend what is happening? Do I know all the words or are there some that are tricky?

Evidence of learning

Next Learning Steps

Read with a loud clear voice. Ask each other questions to develop curiosity e.g. What was your favourite part? Why do you think ______ happened?

Sami, Amin, Louisa, Momo & Ricky- iExperience Connected Challenge Learning Story

Learners:  Sami, Amin, Louisa, Momo & Ricky Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Sami, Amin, Louisa, Momo and Ricky worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and discuss their options.  Amin and Louisa showed some real leadership in this task- especially considering that there are so many new relationships forming in LH1.  Amin and Ricky got straight into their tasks showing their capabilities and Momo showed curiosity while asking questions.  Some of the tasks they worked on included- the Connected challenge- coming up with A-Z words around being connected, the Connected challenge- writing an acrostic for the word connected and the Curious task of developing a slide show on famous atheletes.  There was some great role modeling, strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family