Collaboration

    Collaboration

It's Term 3 and the theme that we are learning about at school is Collaborative. Collaborative is one of the 4C's at school and on our badge collaborative is the colour grey because when you mix black and white it's like two groups working together

Collaborative is when a group of people is working together. How to act collaborative is when you are listening to others, discuss about a topic and sharing ideas with others. The value of collaborative to me is that collaborating with other people is good because then you get to know people more than who you think they really are. Collaborating with other people is like ants working together to get food. Some goals for collaboration is like working with more people,work with people you don't really get along with or help people with their problems.

Neha's Maths Learning Story

Learner: Neha & Kavisha      Learning Coach:  T.Dillner          Date:

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. Neha and Kavisha chose to flip a coin. They had to flip it 50 times and record how many times the coin landed on heads or tails. We had previously discussed how as there are only two possibilities, the chances were 50:50. Neha and Kavisha began flipping their coin and recording their work on a strip chart that was provided for them. They were showing their results as a running total, by marking consecutive squares on the grid and alternating between heads and tails (see photo below). I asked them how they would know when they had reached 50 flips and how they could quickly count up the total for heads and the total for tails. The girls realised their first way of tallying their results wouldn’t be the most efficient way and began colouring the empty squares instead. After a second discussion, I directed them towards asking other learners for suggestions. The group working next to Neha and Kavisha was able to show their sheet and their method of recording - colouring each head and each tail without leaving gaps between each flip.

Evidence of learning

Neha and Kavisha working together to record the probability of flipping heads or tails. Neha and Kavisha’s original strip chart. They had to work out how to record without having gaps in the grid.

Key Competencies/Vision Principles

Neha and Kavisha worked collaboratively to establish roles in this task - who would flip and who would record the data. They also had to work together to solve the problem of how to best keep track of their data as they went (Thinking, Participating and Contributing). Both girls showed that by the end of the Maths session, they had become more capable at using the format provided and describing how they would count the flips easily.

Next Learning Steps

Use a wider variety of visual recording templates in Statistics and Probability. Complete another Probability task to consolidate what they learnt in this session.

Neha's iExperience Learning Story

Learner: Neha    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. Neha 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. Neha was still working on adding buildings.

Evidence of learning

Key Competencies/Vision Principles

Neha 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). Neha 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.