Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Kaiariki     Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Kaiariki joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.   This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   The map was used frequently to help guide us around the zoo and many learners used their map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Kaiariki found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Kaiariki learned that the tiger would be able to smell her scent if she touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Kaiariki learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).  Kaiariki enjoyed walking through the Meerkat tunnels, watching the playful orangutans and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Kaiariki would love to come back again with her family to share her learning with them.

Next Learning Steps

Kaiariki has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  Her next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Narrative Assessment - Writing - 22 September 2016

Learner:  Kaiariki      Learning Coach: Megan Croll - LH2      Date: 22 September 2016

Learning Area: Writing

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in her independent writing

Narrative Assessment - Maths - 24 August 2016

Learner:  Kaiariki      Learning Coach:   Megan Croll - LH2         Date:  24 August  2016

Learning Area:  Maths

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into her classifications

Narrative Assessment - Maths - 28 July 2016

Learner:  Kaiariki         Learning Coach:   Megan Croll - LH2             Date:   28 July 2016

Learning Area:  Maths

Learning Observed

Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.    I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’.  This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones. The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.

Evidence of learning

Kaiariki used the correct amount of ones, tens and hundreds to create the number 135.  She needed some support to place the materials in the correct place value order.

Key Competencies/Vision Principles

During this learning, Kaiariki demonstrated that she was: Connected - taking part in the learning conversations and showing that she understood how the shape of each piece represented a number Capable - beginning to understand place value and correcting her original answer by making adjustments to the arrangement of the materials, with support Thinking about the question and task, then proceeding to gather the cubes and sticks that she required Using Language, Symbols and Text  - using three digit numbers Managing Self  - able to use the equipment appropriately and remain on task until she had completed it

Next Learning Steps

Use the equipment independently to make more three digit numbers Teach someone else to use the place value equipment Use the equipment to add two numbers together

Kaiariki is Blown Away!

Narrative Assessment - 15th June 2016