iExperience Narrative Assessment - Teamwork

Get Set Go! - Narrative Assessment

Learner:  James      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience James has been participating in the Get-Set-Go programme. In Get-Set-Go James has been learning to balance using different parts of his body, and to move around while balancing something on his head.  James was able to confidently balance and move around with ease. After his balancing session James began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see James with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Machines that Build - iExperience Narrative Assessment

Learner:  James      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience James has been learning about machines that build things.  He has been showing his curiosities about the purposes behind different machines and why they were invented. During this iExperience James learned some background about different machines that build things.  His favourites were the machines that could move very fast. After learning about different machines and their purposes, James built his own machine and was able to explain the reasons behind, and purpose of, this machine. James’ machine was used to transport and deliver things quickly.  His machine had jets on the back to make it go fast, it had a special area to hold all the things it needed to deliver and it also had special attachments so it could go in the water.

Evidence of learning

James has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for his machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

Chickens - iExperience Narrative Assessment

Learner:  James      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience James has been learning about Chickens and their habitats. James has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched James was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop James furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

James thinks that the chicks have very tiny and tickly feet.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Writing Narrative Assessment - 2 September 2016

Learner:  James        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop James has been learning that oral, written and visual texts can connect together.  James has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly James helped his hapu group to predict and tell the story using only the pictures in the book.  James was able to predict and draw conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this James was able to read the story aloud, showing his understanding of what he had read. James showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

James’ Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

Maths Narrative Assessment

Learner:  James       Learning Coach: Michelle Lennon - LH2    Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop James has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, James has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in his head while he adds on the smaller number. After rolling the two dice, James identifies the biggest number shown.  Then he puts this into his head and holds it there while he works out what number is on the other dice.  James is using his fingers to help track how many more he needs to count on before moving his counter on the game board.

Evidence of learning

Here James is putting the bigger number into his head and counting on using his fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - Maths - 17 March 2016

Learner:  James                Learning Coach: Megan Croll             Date: 17 March 2016

Learning Area:   Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number, then adding on the smallest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we needed to do to find the sum.

Evidence of learning

James was able to identify the biggest number in the problem (6), then rewrite the problem by putting the biggest number first.   James then draw a number line to help solve the problem.

Key Competencies/Vision Principles

James is developing his Capabilities in Maths by learning this addition strategy.  With some support, he was able to work by himself and use equipment correctly to solve a problem (Managing Self and Thinking).  James is able to form his numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share his learning with home