My learning in iExpolre

Hi everyone,today I will tell you what I learnt in iExpolre.

Well, I was in Mrs Dillner Group it was the making group.I was doing Chinese New Year  and me and my group mad paper lanterns.We chose that because we found it interesting so we made them.First we wrote what we need and the steps that we need to follow we wrote in our topic books.So then we went to the maker space got some coloured paper then we fold it in half then cut tiger strips in between the paper.After that get the shape of a lantern once you get it then glue it.If you want to make the handle get some paper cut it into a strip then stick on the lantern.So that is we what we did to make it but we made a silde to show our learning we took photos of our lanterns.So that is what me and my group did for the making group.I had a lot of fun


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Worm Farm Narrative Assessment

Learner: Shreya, Nanami, Irene, Sereya, Alysia and Yuvika Learning Coach: Mr Hattie            Date: 23 February 2016

Learning Area: iExperience - Worm Farming

Learning Observed

In Learning Habitat 1 this term we have been discussing sustainability. Our group has been looking at recycling, mainly worm farming and decomposition. This has been a new aspect that we have introduced and the learners have taken a real interest in it. During the lesson the learners were put into groups and we were investigating and exploring the worms habitat. The learners had to locate certain aspects of the worm farm. This involved analysing worms and the soil that they call their home. The learners had to use their Curiosity to come up with questions about the worms habitat.  They were showing their Capabilities to be able to identify and locate the specific items of the habitat that we have learnt about. This was a group task so Collaboration and Relating to Others were being shown. Sereya, Yuvika and Alysia were in charge of identifying the different eggs that they find. Delcy and her group were in charge of finding what materials were eaten the most. Shreya and Nanami’s group were to find the most common place they worms were hiding. Irene was helping to find the items that were not decomposing as quickly as the others. They were each reporting back to the larger group.

Evidence of learning

Learners are working together to analyse the worm farm. They all reported back to their group.

Next Learning Steps

Shreya, Nanami, Irene, Sereya, Alysia, Delcy and Yuvika’s next learning steps are to: classify the different items and organic material they found. Discuss and explain the process in which the worms express the worm tea. show evidence of their learning.

Yuvika, Lohit, Rudi, Disha & Carlo- iExperience Connected Challenge Learning Story

Learners:  Yuvika, Lohit, Rudi, Disha & Carlo    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 Yuvika, Lohit, Rudi, Disha and Carlo 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 select their options.  Yuvika showed some real leadership in this task- especially considering that there are so many new relationships forming in LH1.  Carlo and Rudi got straight into their tasks showing their capabilities and Lohit and Disha showed curiosity while asking questions about the tasks.  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 Connected task of making a paper chain.  There was some great 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

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.