Static Electricity - iExperience Narrative Assessment

Learner:  Eric      Learning Coach: M Lennon - LH2      Date:   24 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Physical inquiry and physics concepts:  explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Learning Observed

In iExperience Eric has been learning about static electricity.  He was given a balloon and some tissue paper and was given the task of making the paper jump onto the balloon using static electricity. Eric demonstrated his curiosity by rubbing the balloon onto many different surfaces to charge the balloon full of static and successfully picked up many pieces of tissue paper.  He showed collaboration by working with others to share his findings. Through his active participation in learning conversations Eric demonstrated that he was connected to the currently learning.

Evidence of learning

Eric made the tissue paper stick to the balloon with static electricity.

Next Learning Steps

Find out what other objects make, store, or hold static electricity. Share your findings with other learners.

Diamante Poem - Giraffes

Learner:  Eric      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

yellow, slow

twitching, eating, licking

baby, neck, legs, horns

eating, kicking, walking

brown, spotty

giraffes

Learning Observed

Eric has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Eric had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Eric was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Eric demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Chickens iExperience Narrative Assessment

Learner:  Eric      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Eric has been learning about Chickens and their habitats. Eric has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Eric was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop Eric furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Eric says that the chickens have tickly feet and are very soft.

Key Competencies/Vision Principles

During this learning, Eric demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Writing Narrative Assessment - 2 September 2016

Learner:  Eric        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Eric has been learning that oral, written and visual texts can connect together.  Eric has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Eric helped his hapu group to predict and tell the story using only the pictures in the book.  Eric was able to predict with ease and draw appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Eric was able to read the story aloud, showing his understanding of what he had read. Eric showed his complete understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

Eric’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Eric demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

iExperience Narrative Assessment - 1 September 2016

Learner:  Eric        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Eric has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Eric had to find his new group by only using animal sounds.  When he had found his group he formed a circle for his first challenge.  Eric’s first challenge with his new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs.  Eric’s group decided to make some 3-dimensional fish. The next day Eric was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Eric’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only dry strips of spaghetti and a ball of playdough.  By this day Eric began demonstrating leadership skills by communicating and directing his group in their building. In addition to these activities Eric was able to reflect at the end of each session and discuss with his group what went well and what he needed to improve on next time.

Evidence of learning

Here Eric is helping his group make 3-D fish and pasta towers.

Key Competencies/Vision Principles

During this learning, Eric demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - joining in and ensuring everyone was helping out. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Maths Narrative Assessment

Learner:  Eric    Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Eric has been learning to solve problems using doubles. As part of this activity Eric has learnt that using doubles to solve simple addition problems can be a quick and effective strategy.  Eric solved a range of problems using doubles by initially using counters to show how he was working the problems out. To solve to problem 8 + 6, Eric doubled 6 and then added a 2 (6+6+2) to get to 14.

Evidence of learning

Here Eric shows his working out by doubling 6 and adding 2 to find the answer.

Key Competencies/Vision Principles

During this learning, Eric demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use doubling to solve simple problems. Begin solving subtraction problems by using halves.