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.

iExperience Narrative Assessment - 1 September 2016

Learner:  James        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week James has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance James had to find his new group by only using animal sounds.  When he had found his group he formed a circle for his first challenge.  James’ first challenge with his new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day James was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, James’ group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only dry strips of spaghetti and a ball of playdough.  By this day James began confidently communicating his ideas with others. In addition to these activities James was able to reflect at the end of each session and discuss with his group what went well and what he needed to improve on next time.

Evidence of learning

Here James is joining in with the first challenge.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - joining in discussions with his group. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

James goes for Gold!

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.

Narrative Assessment - Reading

Learner: James             Learning Coach: Stephanie Hooker         Date: 21 June 2016

Learning Area: Reading Assessment

Learning Observed

Today we completed a Running Record on James to assess his reading capabilities. He scored 88% for accuracy and was able to answer 3 out of 4 comprehension questions to show his understanding of the story.  He attempted some unknown words using picture cues and his letter sound knowledge.  However, he sometimes omitted words and lost meaning.

Evidence of learning

I wonder if James practices reading at home? How does he solve new words?

Key Competencies/Vision Principles

James is developing his Capabilities in Reading. He is also using Thinking,  Language, Symbols and Texts.

Next Learning Steps

Attempt unknown words with decoding and re-reading the sentence Answer questions during and after the story Read everyday, both at home and school