Learner: Kaiariki Learning Coach: Megan Croll Date: 5 December 2016
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Learning Area: Maths
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Learning Observed
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Kaiariki had an independent activity this week to complete during iDevelop about our ‘number of the week’. This week the number was 59. Kaiariki was able to show this number in a variety of ways (using language, symbols and text), e.g. place value, written and expanded form. She was also able to write the number +1, -1 and -10. Kaiariki collaborated with a learning partner to complete this activity.
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Evidence of learning
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Megan Croll - LH2 Date: 22 September 2016
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Learning Area: Writing
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Learning Observed
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Language features, e.g. similes, are used to give our writing impact. A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’. Kaiariki has been learning how to use a simile in her writing. The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow.
Kaiariki was encouraged to participate in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows. After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.
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Evidence of learning
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Key Competencies/Vision Principles
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Kaiariki is demonstrating that she is:
Collaborative - sharing her ideas with a partner and listening to ideas shared by other Learners in her hapu group during a brainstorm session about rainbow colours.
Capable - identifying the most suitable object to compare most of the rainbow colours in a simile.
Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work. The size and shape of most letters are formed correctly.
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Megan Croll - LH2 Date: 24 August 2016
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Learning Area: Maths
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Learning Observed
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The Black Gibbons have been investigating what it means to classify objects. This is part of the geometry strand in maths, level 1. The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.
Kaiariki worked with her group to first group the objects by colour, then to separate the colours and group them according to their shape. In their next rotation, Kaiariki was supported by others in her group to classify some wooden shapes. They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.
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Evidence of learning
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Key Competencies/Vision Principles
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Kaiariki worked in a collaborative way by thinking and acting with her team. She is beginning to share her ideas with the other Learners in her team and listen to their ideas.
Kaiariki demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Kaiariki was able to manage herself by remaining on task and moving to the next rotation when instructed.
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Megan Croll Date: 31 March 2016
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Learning Area: Writing
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Learning Observed
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Our Learning Habitat had recently had a visit from ‘Little Bo Peep’ and her farm animals. The Learners had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.
For our writing assessment, the Learners were invited to write about their ‘farm’ visit. They were encouraged to think about all the animals that they saw, and to use their senses to describe what they had seen, smelt, heard and touched.
Kaiariki planned her writing with a detailed picture and included several ideas in her writing. She used a capital letter to start her sentences, sounded out the initial letter and spelt a few high frequency words correctly. Kaiariki used the word ‘because’ to add why she felt a certain way. Both sentences were started the same way - ‘I like’.
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Evidence of learning
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Key Competencies/Vision Principles
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Kaiariki was supported to collaborate with others during the brainstorm when she was thinking about the ‘farm’ visit. She connected to her personal experience and used this to help form her ideas for writing.
Kaiariki was able to work by herself to plan for her writing and write a few complex sentences (Managing Self). She is forming her letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Miriam Kamsteeg Date: 26 May 2015
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Learning Area: iExperience - Physical Education (PE)
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Learning Observed
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Today in PE we were learning to throw overarm. Kaiariki had to step forward with the foot opposite to her throwing arm. Then take her throwing shoulder back and point her non throwing arm where she wanted to throw the ball. Today we were aiming at the cricket wicket.
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Evidence of learning
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Kaiariki was able to hit the target. I wonder if she can still hit the target from further back?
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Key Competencies/Vision Principles
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Kaiariki showed that she is developing her Capabilities in throwing overarm. She was working Collaboratively as she was taking turns at this activity. Kaiariki was actively participating in this task (Participating and Contributing). She was carefully aiming the ball at the target (Thinking).
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Next Learning Steps
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