Learners: Kim, Sameeha, Saniya, Louisa & Cassandra
Learning Coach: T.Dillner Date: Term 4, Week 6-10
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Learning Area: iExperience - Technology
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Learning Observed and Vision Principles
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In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable.
All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in.
Kim, Sameeha, Saniya, Louisa and Cassandra all selected Pets & Animals. They were curious about making a penguin out of an old plastic bottle. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets.
The girls then took the template we used as a larger group and the personalised it to their penguin creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.
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Evidence of learning
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Next Learning Steps
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Monday, November 23, 2015
Kim, Cassandra, Sameeha, Saniya & Louisa's Trash to Flash Learning Story
Sunday, October 25, 2015
Saniya's Garden Project
Learner: Saniya Date: October 2015
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Learning Area: Project Based iExplore Learning Coach: John Dyer
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Learning Observed
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Saniya and the Yoyos are on a mission to make our school a better place to learn and play. Over the past 2 weeks we have been researching, brainstorming and planning projects to carry out during Term 4 and beyond. There has been much excitement about the projects and how we can bring some of them to life. One of the projects Saniya has been involved in is preparing one of the planting beds for seeding. We have decided that some pumpkins will take pride of place in some of the bed and the rest is to be decided.
There was lots of collaboration going on as tools and time we shared. It was hard work clearing many of the well established weeds but Saniya persisted and worked hard to ensure the soil was ready for action. It will be exciting to observe developments in the coming weeks and to see if we can end up with a harvest of fruit and vegetables in the Summer / Autumn.
Saniya has also had the chance to pitch her own project ideas about planting and looking after an apple tree. Following a voting process, we will launch a variety of chosen projects over the coming weeks.
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Evidence of learning
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Here is Saniya and the Team on a information finding mission around school, searching out the best place for projects to occur.
Following on from this, we see Saniya getting involved in clearing the garden bed ready for planting.
The final result is a bed ready to produce next season’s harvest!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Saniya needs to ensure her project ideas are followed up on and she has the confidence to take them from the page to an effective conclusion. She will then see and feel the value of completing a project that makes a difference to her school. This will in turn, help when moving onto his next idea as she will has the confidence of success behind her.
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Monday, October 12, 2015
Sameeha and Saniya's Creative Writing Learning Story
Learners: Saniya & Sameeha Learning Coach: T.Dillner Date: 13.10.15
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Learning Area: Literacy - Creative Writing
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Learning Observed and Vision Principles
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In Term 4, I am working with the Yoyos on a Tuesday specifically for Literacy. Today was our first session together and we started with a story called “Badjelly the Witch” by Spike Milligan. This was the inspiration for our Creative Writing - “Our Potion” - which encouraged them to show curiosity. The learners had to name their potion, explain what powers it gave people, write a set of make believe ingredients and describe which ingredient was the most important to have.
Sameeha and Saniya chose to name theirs ‘Stretchy’ which can make people stretchy. They had a whole range of creative ingredients including worms, stretchy clothes, leaves and chocolate to name a few. Collaboratively, they decided that the most important ingredient to include was stretchy clothes because they would add stretching power.
Sameeha and Saniya were capable of following every instruction, completing the task unassisted and handing it in before time was up. I was very impressed to see this!
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Evidence of learning
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Next Learning Steps
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Monday, September 28, 2015
Sameeha & Saniya's Scratch & Makey Makey Leanring Story - September 2015
Learner: Sameeha & Saniya Learning Coach :DWilkes Date: Sept 2015- Week 8-10 Learning Area: Technology
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Learning Observed
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For the past few weeks the learners have been engaged in an innovation station! The learners were given the choice of 4 provocations which included: creating an Ormibot from scratch, designing an object in Tinkercad to print in the 3D printer, designing a Science experiment or designing a series of code using Scratch and Makey Makey each of which would develop their capabilities. Sameeha & Saniya enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the coding programme ‘Scratch’ and the extension kit ‘Makey Makey’ and make connections to their prior knowledge. Working with other learners, they watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme. They used the Makey Makey and Scratch to create a ‘Piano Bow’. Henry also supported these learners with using the Makey Makey- great collaboration. For Week 9 and 10 the girls worked collaboratively to design and create a piano game using the Scratch programme and Makey Makey equipment. In order to piece together the code successfully there was a lot of trialling and prototyping which showed the resilience of Sameeha and Saniya. They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve. See some of their learning below and here.
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Evidence of learning
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Next Learning Steps
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Sunday, September 27, 2015
Learner: Saniya Ali Learning Coach: Margaret Patrick Date: 25.09.2015
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Learning Area: Technology - Narrative Learning Story
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Learning Observed
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Saniya and Sameeha were partners during iExperience. They were using “scratchy scratchy” to animate a character using coding. They were presenting their learning to the other students and LCs.They had selected a cat and this is what they told me as other learners and I watched them show what they had achieved.
“We chose cats. We needed to watch the video 6-7 times. We practiced changing the colour of the cats and the colours of the lights (spotlights) and turning them around. We tried to make some sound but it didn’t work. We wanted to have three cats with one in the middle at the back. We tried but we put three cats in the a row. We were thinking. We talked together because we were having trouble. We worked at home together. I visited Sameeha’s house on the weekend and at night after school.
We have 8 colours changing when we use the spacebar and the cats spin around and the lights change colour too.”
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Evidence of learning
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Key Competencies/Vision Principles
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Both learners were encouraging each other’s curiosity activating their thinking to learn how to use coding to animate their cat characters. They were collaborating to achieve their finished animation and self managed their time well including using their own time for learning at home.
They were able to demonstrate their new capabilities using in Using Language, Symbols and text to animate their cats.
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Next Learning Steps
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Wednesday, September 2, 2015
Hannah & Saniya's Habitat Design Learning Story
Learners: Hannah & Saniya Learning Coach: T.Dillner Date: Weeks 3-6 T3
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Learning Area: Science
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Learning Observed
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In Term 3, LH1 spent a lot of learning time looking at the habitats of animals. They had to select an animal and think carefully about what that animal needed to survive. The learners then had to choose a method to recreate this habitat out of Make It, Localise It, Digitize It or Draw It. Saniya and Hannah chose to Make It and opted to collaborate as a pair on a habitat for a Cheetah. Together, they exercised their curiosity by researching Cheetah information and drafting a brilliant sketch of what they imagined their habitat would look like. They used a model of one they found online to help them. Saniya and Hannah were both able to demonstrate their capability by giving a very clear explanation of their draft sketch by showing where the Cheetah would sleep, eat, drink and play. Following this Saniya and Hannah began making their habitat from cardboard, paper, paint, clay and other craft items found at school. They communicated well which was shown by their ability to complete their design on time even though there were days where only one or the other was present for the Make It sessions.
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Evidence of learning
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Next Learning Steps
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Thursday, August 20, 2015
Habitat's & Continents Collaborative Learning Story - July 2015
Learners: Sameeha, Cassandra, Louisa & Saniya 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. During the session the learners began to build their scientific language and develop their understandings of the many ways the natural world can be represented thus communicating in science. In matching the animals to different continents Sameeha, Cassandra, Louisa and Saniya 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, the girls all sang along and could say the names of all of the continents and identify them on a world map. They 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 girls 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 coach. During the matching activity I observed excellent questioning and problem solving strategies. Sameeha and Cassandra 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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