Yuvika, Bariyah & Gracy - RESPECT iExplore Learning Story

Learners:  Yuvika, Gracy & Bariyah   Learning Coach: D. Wilkes          Date: 5.2.16

Learning Area: iExplore - Social Science

Learning Observed

In the first week of school Yuvika, Gracy and Bariyah opted into an iExplore around ‘respect’ ultimately creating a product using a digital media.  One of the key purposes of this was to become more familiar with our OrmPS Learning Model. The girls embarked on some important foundational learning around respect and made connections to the Treaty of Waitangi as well.  Yuvika and Gracy are beginning to understand that people have social, cultural, and economic roles, rights, and responsibilities and that cultural practices reflect and express people’s customs, traditions, and values.  Bariyah enjoyed working with the older girls and is beginning to understand how people make significant contributions to New Zealand’s society and that we all have rights and responsibilities.  They began the learning adventure by unpacking the word ‘respect’  being curious around what  it means to them? why is it important using the mini-whiteboards.  They had an opportunity to see the Treaty of Waitangi and to make the connection that it was an agreement grounded on respect.  They had some fun ideating ‘what would you have on your treaty should aliens comes to live on planet Earth?’ After that, Yuvika, Gracy and Bariyah really enjoyed thinking about how we ‘Respect self’  ‘Respect Others’ and ‘Respect Environment’ at OrmPS and came up with some fantastic contributions- particularly around respecting our environment.  They then collaborated to create a media product which they could present to the wider group and they selected Pic Collage (see image below).  I was so pleased with how Gracy and Yuvika worked as capable role models for Bariyah and their finished product was appreciated by the entire habitat at the end of the day.  Ka Pai!

Evidence of learning

RESPECT iExplore- coconstructed presentation

Next Learning Steps

Start an iExplore learning journey carefully using the OrmPS learning model Recreate their Pic collage on paper Continue to work collaboratively with learners who are not in their immediate social circle Grow their capabilities with other digital tools through practice eg. Tellagami, Sock Puppets, Puppet Pals, iMovie etc.

Katherine, Gracy and Yuvika's Kayaking Learning Story

Learners: Katherine, Yuvika & Gracy    Learning Coach: T.Dillner         Date: 3.12.15

Learning Area: Education Outside the Classroom (EOTC) - Kayaking

Learning Observed and Vision Principles

Katherine, Yuvika and Gracy chose to participate in Selestine’s iExplore trip to go Paddle Boarding. The three girls were very keen to get out on the water and curious about what exactly paddle boarding entailed. Initially, they thought they would be spending their 60mins on the stand up paddle boards. However, due to the wind on the day, they were able to split their time between the paddleboards and kayaks. The worked collaboratively to navigate the kayak, which was quite a challenge at first. The wind and current were carrying them away from the safe paddling area, so they had to figure out the best way to paddle their kayak together. They learnt that if they did not work together, then they could not get to where they needed to be! One of the instructors saw that they needed a little extra help as they weren’t quite strong enough to beat the wind which kept pushing them ashore. He jumped aboard and assisted them to get out a bit deeper and enjoy their ride in the kayak. After seeing his techniques they were able to observe and connect with how they could improve their own capabilities.

Evidence of learning

Next Learning Steps

Give Selestine feedback about the trip - What was your favourite part and why? What could have been better and why? Promote Paddle Boarding or Kayaking to other learners in the habitat. Why should they participate in this? Suggest a Paddle Boarding or Kayaking trip with friends and/or family in the summer holidays.

Learning Fractions and Decimals

Learner: Yuvika    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Mathematics

Learning Observed, Key Competencies/ Vision Principles

Yuvika has been learning about place values and decimal numbers in maths this term. To help her understand the value of a decimal number she is using the place values chart shown below. She has shown her capabilities at recognizing where each number goes on the place values chart by writing decimal numbers in the chart. She has also been participating and contributing in class discussions about place values. Yuvika has also made connections to her knowledge of number word forms to show her capabilities at writing values of decimal number.

Evidence of learning

Yuvika's maths work

Next Learning Steps

Write the fraction version of simple decimal numbers.

Yuvika, Vivian, Ava : Rights and Responsibilities/ Citizenship

Learner: Yuvika, Vivian, Ava    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Yuvika  is participating in an iExperience session. This particular session focuses on learning about Rights, Responsibility and Citizenship. For this topic the learners are given the task of creating their own country. Today the first part of the task includes deciding on a name, emblem and motto for her country. To accomplish this task Yuvika  has to use Key Competencies such as understanding language symbols and text. In order to create a name, emblem and motto for her country she has to show curiosity by researching how existing countries around the world got their names, emblems and mottos. By using the internet to research Yuvika  shows that she is capable of using technology to execute a given task. Yuvika  is also being collaborative because she is working in a group with two other learners. His group is brainstorming ideas together for what the name, emblem and motto of their country could be.

Evidence of learning

Brainstorm for country name, emblem and motto

Next Learning Steps

Decide with her group on one of the names, emblems and mottos they brainstormed to be their final choice. Publish the country’s name, emblem and motto on a good copy. Learn about the contents of a national anthem and write one for the country she created with her group.

Talent show

Hi my name is Yuvika and I am writing a blog the first time ever! I will tell you about the Talent show.I went to the talent show try outs it was so fun because my cousin and I were in the talent show but sadly I did not go in the finals but my cousin did.When it was the talent show lots of people came to watch the talent show.At last we found out who was the winner and it was my cousin.She did a really good dance.Thank you

Yuvika's Animal Habitat- Digitise It - August 2015

Learner: Yuvika & Komal                                                          Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Yuivka and Komal hve been building their language and developing her understandings of the many ways the natural world can be represented.  They are able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals.  They used their curiosity to research the adaptations of their selected animals- tiger and lion- both in the African large cat family.  They recognise that all living things have certain requirements so they can stay alive and could identify these for owls.   Komal and Yuvika were fortunate enough to go on a field trip to the zoo where many animals captured their curiosity.  For fun, they combined some of these animals and used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  After this, they needed to create a habitat that would be suitable for their tiger and lion.  They opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it.  They each went through a rigorous design process that involved connecting with information through researching to create a fact file on the Tiger and Lion, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Yuvika’s google draw was a good representation of what she initially planned with some modifications.  Ask her to show it to you!  Komal used Tinkercad to draw her habitat and had some difficulties with this tool. Vivian collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence to the Learning Coaches and learners in LH1.  You can see Komal’s assessment here and Yuvika’s here.

Evidence of learning

Next Learning Steps

write a reflective blog post about the learning and share with parents Yuvika’s project would benefit from some deeper research to have a better understanding of the lion adaptations create a more detailed diagram with labels that is represented in the final product Komal needs to practice presenting and do clear research so you are prepared- why don’t you present to your family?!

Yuvika, Saniya & Louisa's Maori Language Learning Story

Learners: Yuvika, Saniya & Louisa    Learning Coach: T.Dillner           Date: 27.7.15

Learning Area: iExperience - Maori Language Week

Learning Observed

During Maori Language week the learners rotated through different experiences to extend their knowledge of Maori words and phrases. Yuvika, Saniya, Louisa and Martina (who has since moved away from OrmPS) formed a group to work on looking at a range of Maori vocab booklets. They had to look at the pictures and use an iPad app called ‘Pic Collage’ to make a Glossary of new words. The four girls took time to select a text that they all agreed on and then took turns to use the iPad. They were inclusive of each other and understood what they needed to do to be successful. When needed, the group could choose a person to approach the Learning Coach to ask questions and clarify their ideas.

Evidence of learning

Key Competencies/Vision Principles

The four girls were collaborative when completing this task - they had to pool their ideas and justify their thoughts to the rest of the group members (Thinking & Relating to Others). They were openly curious, as a lot of the words they came across were new and unfamiliar. When a new word was encountered, they showed their wonder and awe by saying “Wow! I didn’t know that!” or sharing with another learner or a Learning Coach - “Did you know…?” (Using Language, Symbols and Text).

Next Learning Steps

Keep working on compiling new Maori words as part of the Daily 5 in Literacy. Teach another group (or family member) about some of the discoveries that they’ve made.