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.

Learner:  Evan        Learning Coach:   Ms Taylor        Date: 19 May 2015

Learning Area: ANZAC

Learning Observed

Evan chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

ANZAC Task Sheet 1. Find and record a recipe for Anzac biscuits how did it get its name? 2 points 2. Find a map that shows where Gallipoli is take screenshot or copy it into your ANZAC Google doc.1 point 3. Weapons of war. Make a chart of weapons used WW1 and what they did? 3 points 4. ANZAC animal table a table like this and complete. 4 points

Key Competencies/Vision Principles

Evan was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To try and do more things on my own Ask lots more “w” questions