iExperience-MOTAT simple machines

Recycling Plastic

Learner: Samantha A                                  Date: 29th August, 2016 Learning Coach: Margaret Patrick                            Narrative Learning story

Learning Area:  iExplore-Recycling Plastic Rubbish

Learning Observed

We started Term 3 co-constructing an iExplore with the whole of Hopscotch Hapu.  A provocation including lots of objects and  images were displayed and the learners discussed possible connections.  They discovered they were all made of plastic or alternate products  that would normally be made of plastic. This sparked the learners curiosity about the problem plastic causes in our world. All the learners completed a KWL sheet writing what they knew about plastic rubbish and Samantha became curious about how she could recycle plastic and so her question was “ How can we use plastic in art?” She found that Sally was really interested too, so they collaborated  to decide on something they could make together. They started connecting with what other people had done with recycled plastic using google search. They decided to construct a wine glass using old plastic bottles. Samantha was a really positive role model for Sally demonstrating how she could use the OrmPS Learning Model iExplore sheets. Samantha  managed her time well and encouraged Sally along with Mrs Ben to record her evidence of learning in her Learning Model documents and in her pathway.  Samantha was a very competent, caring role model. Together their outcome was to come up with some really effective practical ways to reduce plastic in their homes and at school and they did that really well. (see link below).  Samantha was chosen to accompany Sally on a trip to the local warehouse to purchase some special art and stationery supplies. Sally was really excited about it. This came from them getting know oneanother while collaborating during this iExplore.

Evidence of learning

Outcome: How I can reduce plastic rubbish link

Next Learning Steps

*be able to complete first 2 sections of a  KWL more comprehensively. *feel confident to ask to collaborate with other learners if they share the same curiosity. *Seek out a really authentic outcome for your next inquiry.

Term 3 SMART goals

Learner: Anastasia, Angkor,  Rudi, Samantha, Melissa    Date: July T3, 2016 Learning Coach: Margaret Patrick                             Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to balance their spoons at the same time. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.

New Sport iExperience Narrative

Learner: Gracy, Micah, Nima and Samantha                      Learning Coach: Mr Hattie          Date:1 August 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

With the Olympics looming we decided to explore and experience the Olympics. Gracy, Micah, Nima and Samantha were looking at discovering some sports that we have never heard of. The groups started with identifying all the sports that we do know and discussed some of our favourite sports Nima and Micah was excited about the soccer and Gracy and Samantha said swimming and gymnastics were their favourites. Our group started by showing our Capabilities with sports by naming all the Olympic sports that we know. Then we got time to look at all the sports that were in the Olympics. This brought up some interesting and Curious questions about some. The most Curious questions was how is handball an Olympic sport? The other learners agreed. I asked Micah what do you think handball is? He said the game with the tennis ball and the line on the ground. So we played a video that was linked out from the site we were looking at. All the learners were so excited to see what Handball really was. This led to us going to the Multispace and developing our Capabilities further by playing Handball. This was so much fun. The Key Competency that was being used were Participating and Contributing.

Evidence of learning

This was the reflection that we created about our learning.

Next Learning Steps

Gracy, Micah, Nima and Samantha’s next learning steps are: To explore further different sports in the Olympics. To discover the different countries that are participating in the Olympics. Explain who they are cheering for and who they represent with.

Developing Capabilities spoons & all!

NZSL Singing Narrative

Learner: Anastasia, Samantha, Komal and Mahi               Learning Coach: Mr Hattie          Date:26 May  2016

Learning Area: Learning Habitat 1 - iExplore

Learning Observed

Anastasia, Samantha, Komal and Mahi are creating a New Zealand Sign Language (NZSL) Song Slides to help others learn about how to sign songs in NZSL. They started to create this after our NZSL Activity Week that we had in week 2 of this term, it made them Curious about how Deaf people sing. Anastasia, Samantha, Komal and Mahi  have learnt number songs, the alphabet song and the number song that they have learnt from Learning Habitat 2. They have been using the Collaboration and Connecting parts of the Ormiston Learning Model. Once they have learnt the songs they will be teaching others who want to learn how to sign in NZSL. Learner’s understanding of their learning Anastasia - I have enjoyed learning the NZSL version of the NZ National Anthem. I wanted to make sure that I know it so in Hui I am not standing around doing nothing. Komal - I have learnt lots of sign language. I am getting good at doing the songs. Mahi - I have enjoyed learning the different songs and how to do NZSL Samantha - I was already good at the National Anthem but I am getting better at the ABC song.

Evidence of learning

Here is a copy of the NZSL Slide NZSL song group

Next Learning Steps

Anastasia, Samantha, Komal and Mahi’s next learning steps are: Organise a club to teach others the NZSL songs. Write a reflection about how they have gone during this iExplore.

Swimming with life jackets

NZ Music Month

Samantha & Aditi's Rugby Learning Story

Learners: Samantha & Aditi Learning Coach: T.Dillner           Date: 5.5.16

Learning Area: Physical Education           Key Competency: Participating and Contributing, Relating to Others

Learning Observed

For PE, LH1 learners were focussing on passing a rugby ball with the correct techniques. We focused on how to place our hands on the ball, how to position our arms and how to aim. The learners then needed to pair up and take turns to practice passing the ball through a hoop. Samantha and Aditi collaborated with positive attitudes. They took some time to practise their techniques and support each other with reminders of what the success criteria were. To begin with, they held the hoops still, and as they became more confident, they decided to extend their capabilities by making the hoop a moving target.

Evidence of learning

Next Learning Steps

Remember that a rugby pass is across the body, starting from the hip farthest away from the target. Practise passing through the hoop from a greater distance.

Mother's day

I made a Mother's Day card...

I already knew how to make the card but it was quite tricky because I had to put the glitter and the glue on without the glitter going everywhere.
Assembling it was quite hard because the card was quite small and I couldn't fit the words out of glitter, it came all bunched up so I just left it like that because I thought my mum was going to be happy because she doesn't mind mess everywhere and she would like it sparkly.

I made a tropical box. At home I am going to make a sewing animal with fluff on it and glue it on.
I chose a tropical box because Mum really wants to go to Fiji. My Mum's family and my Dad's family live in Fiji and my Mum really wants to go to Fiji because there was a cyclone last month and her village is quite broken and she really wants to help my grandma, my cousin, aunty and my uncle. 

Week 10 lit reading session

Lit reading session

My Moment in time # 2

Moment in time # 1

On a nice sunny afternoon on Monday. My whole family went to movie world (gold coast) We went on some many rides that i could not even imagine , but there was one ride left and the ride is .... The Extreme roller coaster . Myself and my uncle peeked .I closed  my eyes because when i came up it was super duper fast ah ah ah!!!. It was faster than a cheater and higher than a butterfly that fly's high as possible.Me and my teenage sister went on the bat wing it was about to blast . I saw Karis  as soon as i wanted to talk to her but insed the bat wing blasted i was so terrified that i did not even sleep that night.It was like a nightmare!!!

 

Zaption

This is my learning with my group the Death stars.It is a zaption.These are the names that i have been working with:

Writing Feedback Narrative

Learner: Irene, Samantha, Alesha and Amin                         Learning Coach: Mr Hattie          Date: 24 March 2016

Learning Area: Learning Habitat 1 - Literacy

Learning Observed

In Writing we have been looking at Moments in Time. This is a very interesting writing style as the learners have to pick a specific moment in an event that they will write about. It is quite hard to stick to a single moment, rather than recounting the event. The learners need to focus more on the details and sense. We have been looking at giving feedback and feed-forward to improve our writing. This is a task where the learners have to be Collaborative and focus on the helping improve their and their buddies Capabilities. The Irene, Samantha, Alesha and Amin are learning what the purpose of feedback is and the difference between useful feedback and surface feedback. Irene, Alesha and Samantha have been highlighting where they can improve on their writing. Since the learners have been using the feedback and feed-forward they have become more aware of their writing and the steps to improve it.  From the feedback given Amin has been circling where his writing can be improve based on the feedback.

Evidence of learning

Next Learning Steps

Irene, Samantha, Alesha and Amin’s next learning steps are: Adding similes to help describe an event. Show not tell to paint a picture in the reader's head.

Independent Learner Narrative

Learner: Amin, Aditi, Aryan, Gracy, Kim, Pranjal, Samantha                                  Learning Coach: Mr Hattie           Date: 22 March 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In LH1 we have chosen a group of learners that we think show the Capabilities with independence. We are going to be teaching these learners how to use these skills to take more ownership over their learning. One the first session we looked at what an independent learner looks like. The learners had to brainstorm what Capabilities they think an independent learner shows. The learners made a Wordle out of these capabilities to present their learning. We also look at creating a treaty type of agreement for the group. This will allow them to understand the expectations of the group. The learners in this group will be using their independent learner skills to plan and run learning experiences for their next steps in iExplore and some iDevelop days. The Vision Principles that the learners where showing in this session was Capability and Collaborative as they had to use their skills to work together to produce their understanding of an independent learner.

Evidence of learning

Learners idea about what an independent learner looks like

Next Learning Steps

The learners next steps are to: Plan independent iExplore’s to run. Understand and identify their next steps in iDevelop. To provide evidence of learning for any learning activity they plan for.

UNDERWATER ANIMALS

FACTS ABOUT UNDERWATER ANIMALS

Denise's Pygmy Seahorse

this sea horse is a amazing  sea horse  because it can do flips in the ocean and more . I KNOW you  won’t believe it but it is true. It looks funny because the men is going to have a baby

• Men has a baby seahorse  and the mother does not have a baby it is the opposite of humans
• these sea horse are really
• different from other seahorses

Three amazing facts about underwater animals

Jelly fish

jelly fishes  have been around for  more than 650 million years which means that they out date both dinosaur and shark.

EEL

An Electric is known to produce electricity  sufficient enough to light up 10 electric bulbs.

thank you

from Samantha

Karis, Samantha, Eric & Micah- iExperience Connected Challenge Learning Story

Learners:  Karis, Samantha, Eric & Micah    Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Karis, Samantha, Eric and Micah worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and discuss their options- even distributing the tasks.  At one point Karis and Samantha worked on the connected A-Z task while Micah and Eric worked on the collaborative game.  Karis showed some real leadership in this task Micah and Samantha showed curiosity while asking questions.  Some of the tasks they worked on included- the Curious challenge- coming up with questions for the learning coaches, the Connected challenge- writing an acrostic for the word connected and the Curious task of finger spelling their names in NZSL.  The logo challenge was a great example of their team work.  There was some great role modeling, strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family