Learner: Evan Date: September 2015
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Learning Area: iExperience - Robot Wars Learning Coach: John Dyer
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Learning Observed
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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.
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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!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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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.
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Thursday, October 1, 2015
Robot Wars iExperience
Thursday, September 3, 2015
Evan's Operation Big Science Learning Story
Learners: Aleena, Brooklyn, Alex and Evan Learning Coach: DWilkes Learning Area: Science Sept: August 2015
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Learning Observed
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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!
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Evidence of learning
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Operation Big Science - Video
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Next Learning Steps
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Thursday, August 20, 2015
7 Continents and Habitats Learning Story
Learner: : Evan & Taivero Date: July 2015
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Learning Area: Science Learning Coach: DWilkes
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Learning Observed
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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
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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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.
Monday, August 10, 2015
Learner: Evan Huang Learning Coach: Margaret Patrick Date:23.07.2015
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Learning Area: Collaboration Narrative Story
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Tuesday, August 4, 2015
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.
Monday, June 29, 2015
Evan's iExperience Learning Story
Learner: Evan Learning Coach: T.Dillner Date: 3.6.15
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Learning Area: iExperience - Social Science
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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