Trash to Flash

I am a Capable boy.
Who is Curious about anything.
I am able to connect with others learners.
I'm am Collaborative in in everything I do.

   

Learner:Evan Huang             Learning Coach: Margaret Patrick                Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Evan is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would  help him decide what type of maths operation and equation he needed to do. He drew a place  value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.

Evidence of learning

Key Competencies/Vision Principles

Evan is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was  making  connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.

Next Learning Steps

be able to work independently with a word problem requiring him to find the difference and use renaming and record in standard vertical format. take 1 ten and rename as ten ones and subtract the number without physically changing the ten block into 10 one blocks  and rely on his knowledge of basic facts to 20. eg 15-9= 6 be able to subtract  finding the difference with 3 digit number requiring renaming of hundreds as tens.

Robot Wars iExperience

Learner: Evan                                                          Date: September 2015

Learning Area:        iExperience - Robot Wars               Learning Coach:    John Dyer

Learning Observed

Over a course of 6 sessions, Evan took part in a Science and Technology challenge. The aim was to design and make an electronic robot using a variety of materials including a button cell battery and a mobile phone buzzer. Evan collaborated with other learners as they decided that the ‘Ormibots’ (as they became affectionately known) would compete in categories of speed, strength and good looks! Evan worked both with others and independently to create the most deadly moving weapon the world had ever seen! Initial challenges faced were finding ways to combine the motor and battery to good effect. Evan contributed his ideas to help his group problem solve and redraft plans in order to overcome difficulties and compete well in the Ormibot challenge.

Evidence of learning It may look harmless but it is rumoured that the Evan’s Ormibot is faster than a speeding bullet and stronger that cryptonite! Evan claims to be the brains behind the whole project!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Evan needs to take time in the planning stage of his work and ensure he has clear direction with what he wants to achieve. He also needs to reflect further on his work in order to greater understand concepts in technology and across the curriculum.

Evan's Operation Big Science Learning Story

Learners:  Aleena, Brooklyn, Alex and Evan                              Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Aleena, Brooklyn, Evan & Alex had a blast conducting Operation Big Science in Week 7.  Thanks to the New World kit of ingredients.  Lots of learning resources as well about the Types of Mixtures and Chemical Reactions in Baking.  The learners learned that cooking is scientific fun and that the science capabilities are for life.  After initially watching a short video explaining the difference between chemical and physical changes the learners were challenged to explore their curiosity by examining their materials and discuss their priori knowledge about the materials and cooking with them.  Then they collaboratively devised an experiment - a cooking experiment, using the ingredients they selected.  First they identified a question and then a hypothesis- making connections to their prior knowledge.  As a group they needed to plan their method too. During the cooking they made observations- noting what they notice, think and wonder. Evan developed capability at measuring while completing the recipe.  Ultimately, it was collaborative and delicious!

Evidence of learning

Operation Big Science - Video

Next Learning Steps

complete their Operation Big Science experiment plan with observations and explanations write a reflective blog post about the experience use more specific measurements when writing a recipe give detailed observations about what you noticed before, during and after experiment sheet Write a comment on the LH1 blog post about Operation Big Science

7 Continents and Habitats Learning Story

Learner: :   Evan & Taivero                                                                     Date: July 2015

Learning Area: Science                                                         Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Evan & Taivero began to recognise that living things are suited to their particular habitat.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Taivero and Evan can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and teamwork.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed excellent questioning and problem solving strategies while they worked with Mrs Patrick.  Evan thought it would be a good idea to check some of their guesses on the internet.  While some of the animals were matched incorrectly to the continents, they persevered to get it correct.  They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Tile Art

Yesterday we went to MultiSpace. I painted a minion on my tile clay because I choose O In Collaboration. I have found clues i saw minion his one eye with O. I painted minion with yellow, teal, grey, and dark blue painted. It is too fun painted art tile clay. I enjoyed tile painted because it is too fun awesome. I'm painted on tile clay but I saw there have quick dry.

Learner: Evan Huang                  Learning Coach: Margaret Patrick     Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Evan  was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Evan  was quick to learn the signs for the 4 different categories. He was able to explain why he thought statements should be moved and why. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Evan is displaying an increasing level of participation  and was relating well with the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions. He remained focused throughout the activity self managing his impulsivity.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems.

Zoo Trip

On Thursday 30th July I went to the Auckland Zoo to look at the animal habitats.

I liked spider monkey habitat because they are outside tree and water moat. Spider monkey don't like water so spider monkey like to climb trees and ropes and don't ran away. I also liked the baboon monkey. I learnt elephants back skin is thin so they cover their back with mud and straw to block sun.

 

Evan's iExperience Learning Story

Learner: Evan    Learning Coach: T.Dillner           Date: 3.6.15

Learning Area: iExperience - Social Science

Learning Observed

Recently, we have been learning about Maori culture in our iExperience sessions. Evan chose to learn about Mt Tarawera and the Buried Village. The village of Te Wairoa was buried with ash in the 1886 explosion of Mt Tarawera. The learners used their iPads to locate Mt Tarawera on Google Maps and then find out how long it would take to drive there from our school. Next, they used an app called STQRY to follow a virtual tour and use the information to complete a task sheet. Evan was very excited to be a part of this learning. He began the experience by working with Alex and Ashmira, and then began to work independently. Evan also used a special non-fiction book to locate additional information. He and I worked together and Evan’s awe and wonder was very obvious throughout. Evan was also able to manage his time and completed the task within the time frame. He was also able to contribute his ideas when we marked the sheet as a group.

Evidence of learning

Key Competencies/Vision Principles

In the first of our two sessions, Evan collaborated with other learners. He then decided that he could follow his curiosities better by working alone (Managing Self). Evan was extremely keen to find out as much as he could about the eruption and what it was like to live in 1886 (Thinking). He began to demonstrate his capability at using Google to help him find information. I helped him to begin with - he taught me some signs to help me understand and I showed Evan to use Google to help him understand. We made a good team! (Using Language, Symbols and Texts).

Next Learning Steps

Use keyword searches to narrow down the results that Google will give him. Share his knowledge in a Slideshow or Doc. By doing this, he can use the information off the task sheet as well as the other facts he discovered.

Drama Learning Story - May 2015

Learner:   Taivero, Evan, Jasonta, Hamish & Evan                       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.  Evan worked in a group with Alex, Jasonta, Taivero and Hamish and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about the Maori culture they enthusiastically engaged in the process as a team with Taivero taking a leadership role.

Evidence of learning

The group 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 some Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely most of the time. 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 she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect Remember to keep voices off during performances and this is distracting to the non-deaf learners

Learner: Evan H                  Learning Coach: Margaret Patrick     Date: April 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Evan chose the text “My New Aquarium” for his PM Benchmark reading assessment. Evan signs in English word order as he reads.  His speech is very hard to decipher even for those who work closely with Evan. His signing is very loose and displays incorrect placement. Prior to reading he could describe what an aquarium was used for but couldn’t pronounce it. I introduced the word aquarium and he practiced saying it a couple of times prior to reading the text. He was able to initiate skimming the text prior to reading. Evan changed the volume of his voice several times, even to a whisper at one point. His  self-correction rate was 1:4.  He is omitting to attend to word endings  when he  read words saying eg: early for earlier. He appeared confident during his retell of the story and didn’t need to refer to the book but he missed many details out. Evan’s decoding skills always give him a high reading accuracy score but he is slowing developing his ability to listen to the story as he reads and is developing the expectation that the author has a message he/she wants to share. He is beginning to realise thinking is an important skill if you are going to be a good reader.

Evidence of learning Evan-click here to view

Key Competencies/Vision Principles

Evan’s  goal in his IEP was to be reading at Level 20 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He achieved  this level with 98% reading accuracy, 50% comprehension and 63% for his retell. Evan used his prior knowledge of why people give gifts, to having a birthday and giving presents and jumped to the conclusion that is why the girl was given the aquarium in the story. He ignored the literal reason in the text and also could not explain why the father in the story waited till the tank was inside before he filled it with water. These errors  impacted on his Comprehension score. He was able to answer 2 inferential questions which has been a skill under focus from his IEP but after the test Evan was not able to identify the clues that allowed him to make his inferences. Due the fact that his comprehension score was 50% and other scores above goal level  Evan will continue to work at the instructional Level 20. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

use tense and visual clues to help make corrections eg: give to gave. adjust intonation and pace by observing punctuation marks, especially full stops when reading. to identify the clues that help him make inferences. achieve 75% in comprehension questions. develop retell to include more details of the story he is reading achieving 70%. share a personal response to a story.