Samantha's Music Learning Story

Learner: Komal, Samantha, Sameeha and Vivian     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Komal, Samantha, Sameeha and Vivian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.

Literature Circle Learning Story - June 2015

Learner: Samantha  (Nouns)                                                                  Date: June 1, 2015

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop.  We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Samantha what book she is reading and how she knows it is a ‘best fit’ on a regular basis.  Samantha learned all about the 5 finger strategy to help her choose.  The Nouns group was also introduced to an online book resource called http://booktrackclassroom.com to which she has an account. In our Literature Circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. Samantha is developing confidence at sharing in our meetings and has usually been well prepared completing her task in her Literature Circle google doc.  She was our Discussion Director early on and made a great first effort!

Evidence of learning

First Literature Circle Meeting with the Nouns Group - video Samantha’s Literature Circle Roles - Google Doc

Key Competencies/Vision Principles

Samantha is showing Connectedness by relating her work to the text we are reading.  She is relating to others well by remaining respectful while others speak and she is Collaborative when she is participating in the discussion.  She is also developing her Capability in reading conversation and oral language.

Next Learning Steps

Always have her Best Fit book with her everyday and read every night at home, out loud when possible Visit booktrackclassroom.com often to read new books Prepare for the Literature Circle meetings in her Daily 5 time or at home in her google document

Drama Learning Story - May 2015

Learner:  Kevin, Samantha, Willie and William                             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.  Kevin worked in a group with William, Willie and Samantha to use dramatic techniques to explore drama elements and conventions.  The group exhibited enthusiasm for performing.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, their group selected a Pasifika culture.  They generated a variety of ideas to mime and used props effectively.

Evidence of learning

The team makes effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Practicing drama games at home will enhance their confidence (Props or Charades)

Samantha's Maths and Literacy Learning story - March 2015

Learner:  Samantha Abinesh                                   Date: March 2015

Learning Area: Maths and Literacy                         Learning Coach: John Dyer

Learning Observed

Samantha has already shown herself to be a very thoughtful and caring learner. She demonstrates a willingness to learn and is eager to discuss how she might improve on a learning journey. Samantha has recently shown good understanding when adding 2 digit numbers. She uses her developing number knowledge to find tidy tens and used a range of materials and imaging to reach her answers. She is keen to develop her numeracy skills through practice on Mathletics. When writing, Samantha is including her thoughts, wonderings and feelings and has been introduced how to ‘show not tell’ the reader what is happening. She is also learning how to ask questions of the reader in her writing. Samantha has been able to make these improvements in her writing due to a willingness to ask questions about next learning steps and an ability to take on board suggestions for improvements.

Evidence of learning

Here is Samantha working hard on her Narrative Story. We wrote one together and Samantha wrote one independently also. Click here to read our Group Narrative story.

Key Competencies/Vision Principles

It has been great to see Samantha ‘relating so well with others’ and ‘participating and contributing’ effectively in her learning. She has demonstrated ‘capability’ in Maths and has carried out her projects through ‘collaborating’ with her peers.

Next Learning Steps

Samantha is encouraged to continue asking questions and ensure she has evidence of her learning to share. By continuing to practice her basic facts in Maths and reinforcing her learning through ‘Mathletics’ and ‘e-ako’ Samantha will continue to develop her mathematical understanding.