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 Blog post

Maori Language Week

This week is Maori Language Week and this week on Monday, Mr Dyer's old school, Manurewa Intermediate came to Ormiston Primary School and performed a whaiata and a Haka. After they performed they split the girls and boys into different groups. The girls learned the whaiata the girls from Manurewa Intermediate performed and the boys learned the Haka the boys from the Manurewa Intermediate. After each group learned their whaiata and Haka, LH1 had perform what they learnt to LH2 and LH4. Then at iExperience, I was with Ms Wilkes first. What I did with Ms Wilkes is finish my mihi and learn how to say what is my favourite colour and animal in Maori. Then I went to Ms Taylor. What I did with Ms Taylor was learn how to sign numbers and say the numbers in Maori.On Tuesday we did sports and art so we didn't learn much. On Wednesday for iExperience I went to Mrs Remington first.What we did  was learn the songs that we sing on whaiata Wednesday like the national anthem in Maori and the other songs.Then I went to Mrs Dillner where she made us into groups or three.I was with Ashmira and Johanna.We learned about sea creatures and things on land and how to say it in Maori and we showed our learning on a pic collage.On Thursday I went to  the zoo so I didn't much about Maori and on Friday we did sports and art so we didn't learn  much about Maori.This how the Maori Language week went and I learnt a lot of new things about Maori.*

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.

Neha's Drama Learning Story - May 2015

Learner:  Neha                                                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.  Neha and Norah worked in a group with Joshua and Aimee to use dramatic techniques to explore drama elements and conventions and both girls exhibited a real passion and enthusiasm for performing when asked to initiate and develop ideas with others to create a dramatic 1 minute skit about a culture.

Evidence of learning

Neha and Norah make effective use of space, facial expressions and movement.  See video here.

Key Competencies/Vision Principles

Neha demonstrates that she can work Collaboratively with others towards a common goal. Norah shows her Capabilities in following complex instructions and strives to meet the success criteria- managing herself and others. The girls are able to make Connections between what they know 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 playing ‘props’ or ‘charades’

Neha's Literacy Readers Theatre Learning Story

Learner: Aleena, Neha, Ashmira & Kavisha      Learning Coach: Bex Remington                Date: 2 April 2015

Learning Area: iDevelop - Literacy: Reading

Learning Observed

This week the girls’ literacy group has been learning how to use their voices and expression to entertain an audience.  We did this through using Reader’s Theatre.  The script was based on an excerpt from the BFG by Roald Dahl.  The script had more parts than what there were members in the group so the girls soon realised they needed to change their voices completely so the audience could tell the character had changed.  While practicing they also quickly learnt that they needed to listen to each other reading so they could keep up with the story because if there was even a short delay when recorded it sounded like a really long pause.

Evidence of learning

This is a video of the girls reading just the first page of their script.  The actual voice recording they created was 10mins long and was shared with the rest of the literacy group:

Key Competencies/Vision Principles

By working on this piece the girls demonstrated that they could understand language symbols and text and relate to others. There was a lot of focus and concentration needed and while they were recording they also realised they needed to be patient with each other when a mistake was made and they needed to start again. Putting together the final recorded piece took collaboration and the girls were proud of their finished piece.

Next Learning Steps

Try another readers theatre piece Move from readers theatre to acted out plays Share their final piece with a wider audience to gain even more feedback