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

Neha's Volcano Learning Story

Learner: Neah Joseph     Learning Coach: Bex Remington         Date: 23 March 2015

Learning Area: iExplore - Science: Volcanoes

Learning Observed

Neha began her volcano iExplore alongside her sister Norah, however 2 weeks ago she came to me and said she wanted to do something different for her volcano project.  We started looking at volcano science experiments and Neha decided she wanted to create a volcano model that she could fill with baking soda and vinegar and make erupt.  She decided that the best way to present her research about volcanoes would be to put the information on little cards around the volcano.  Neha has steadily worked through the process and is in the final stages of preparation.

Evidence of learning

Key Competencies/Vision Principles

Neha has shown great skills at managing herself as she has worked independently for this task.  She has come up against little mini challenges and has shown perseverance to work through them.  Neha has demonstrated the ability to understand language symbols and text by finding the information she requires and creating a scientific experiment to present her research.  She has continued to follow her curiosity about volcanoes and is now excited about her presentation.

Next Learning Steps

Complete her volcano and present to the habitat Start planning another iExplore - maybe one that is working with other people so she can share her ideas and get ideas from other people

Why I Like OrmistonprimarySchool

I like ormistonprimary school because

1. I feel happy to learn there

2.We get exiting things to learn for IExperience

3.We can choose what we want to learn for IExperience

4.The Learning coaches are really nice to us 

5.I love seeing my friends at school