LH1's Zoo Learning Adventure Blog Post

On Thursday 30 July, LH1 went on a trip to the zoo. When  we first got to the zoo, we split into three groups and in those three groups we split into another three groups. I was with Ashmira's dad. I saw flamingos,cheetahs and elephants at the end of the day and we studied about these animals.   I also saw meerkats,lorikeets and porcupines. I went in the meerkat tunnel,red pandas,keas.We also saw the takahes, blue ducks,zebras,giraffes,ostriches,wallabies,emus,seals, otters,penguins,hippopotamus,lions,baboons,orangutans, ring-tailed lemurs and kiwis.It was a great day at the zoo and it as so fun.I hope the school can go back to the zoo again.

Neha, Sadeen and Ashmira's Leadership Learning Story

Learners: Neha, Ashmira and Sadeen    Learning Coach: T.Dillner        Date: 10.8.15

Learning Area: iActive - Leadership

Learning Observed

Neha, Ashmira and Sadeen are the leaders of Group 2 during iActive time. I have noticed that this term these three learners have really stepped up their leadership skills. I can rely on them to lead the group in activities like Rob the Nest, Line Tag and the Collaboration Station. Neha, Ashmira and Sadeen communicate clearly and simply to everybody, making sure that the other learners understand before proceeding. They are always organised and will make sure that the Group 2 learners from LH1, LH2 and LH4 are organised too. Neha, Ashmira and Sadeen try their hardest to keep to our timeframe and ask questions about what is coming up next or how they could help more. They are a good example of leadership to other learners in our school and I hope they maintain this in the future.

Evidence of learning

Key Competencies/Vision Principles

These three girls work collaboratively to set up, lead and pack up for the Group 2 iActive activities every day. The demonstrate that to be good leaders, people must work together for a common goal (Managing Self and Relating to Others). They have developed their capabilities in this area from the beginning of Term 2 until now (Term 3, Week 4) and I am sure this will continue to grow and improve.

Next Learning Steps

Demonstrate the same leadership during learning time in our Habitat and mentor other learners. Recruit younger learners within the group to help with small tasks e.g. counting the balls at the end of Rob the Nest.

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.