STEAM Club Narrative- Aug 26

Learners: Kim, Selestine, Sharon, Harry, Aditi, Hamish, Rudi, Louisa, Selene, Maanvi & Iman	Learning Coach:  D Wilkes	Date: 25-08-16
Learning Area:  Technology & Science NZC Achievement Objective: Level 2 Technological systems:  Understand that there are relationships between the inputs, controlled transformations, and outputs occurring within simple technological systems. Investigating in science  Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.	Key Competency:    Thinking Relating to others Participating & Contributing Using language, symbols & text	4C:
Learning Observed: The learners were invited to use the www.buildwithchrome.com program to design a house but to do so creatively.  We began by logging into the website and signing in with their own google account.  Aditi and Hamish couldn’t sync their account initially but it worked when they published their design- yay! Then the learners used their imagination to design a house with the lego blocks.   This challenge was enjoyed by the learners immensely:   Selestine ‘this is #oresome!”   Louisa “I love STEAM club!”   Hamish ‘how do I add a window?’   Kim ‘I’ll show you, click here.’   Harry ‘I wish we could do this in learning time!’   Ms Wilkes ‘Why don’t you use it for your iExplore Harry?’ The learners were asked what this had to do with STEAM and this is what Aditi, Maanvi, Selene and Iman came up with:
Evidence of learning: Look at the #oresome fun the group had in this Photopeach SlideShow→ http://photopeach.com/album/142xx3p# The learners were making a lot of connections to their previous experiences with lego and designing .  The learners were very collaborative and helpful with each other and demonstrated a growth mindset mentality.  The learners were developing capabilities with prototyping, spatial awareness and visual representations.  Curiosities were evident in the Louisa’s rainbow house, Maanvi’s swimming pool home and Selestine’s various iterations! We talked about which kind of home would influence their design→ igloos, houseboats, teepees, tents, mansions, treehouses etc.  Selestine wanted to make them all!  Selene’s creation had a larger than life TV and Sharon built an entire village.  Harry, Kim and Hamish were the closest to a finished home but they were all able to publish and save it so they can work on it later if they choose.
STEAM- buildwithchrome on PhotoPeach
Next Learning Steps: Practice using www.buildwithchrome.com to create new designs See if they can re-create their design with actual lego Write a blog post about what they learned and how using www.buildwithchrome.com relates to STEAM learning areas

Aarav & Hamish's Learning Story - Word Work

Learners: Aarav & Hamish Learning Coach: T.Dillner            Date: 22.2.16

Learning Area: iDevelop - Writing       Key Competency: Using Text, Symbols and Images

Learning Observed

In our Writing programme, the learners are able to select from a range of language based games and interactives for the Word Work part of the Daily 5. Hamish and Aarav chose to collaborate using the BananaGrams game. This requires the learners to select seven letters at random to make words with. Once they have made one word they call “split!” and take two more letters. The game continues this way until they use all of their letters. Hamish and Aarav showed their capability at identifying the vowels and then thinking about words they knew that used those vowels and any of a combination of the consonants in their collection. They sounded words out and showed that they were sometimes able to make connections with words that required certain letters in a pair e.g. ‘q’ and ‘u’.

Evidence of learning

Next Learning Steps

Play together again using a time limit to add an extra challenge. Keep track of these words in their learning book or on the Word Wall.

Hamish & Rudi's Learning Story - Read to Someone/Listen to Reading

Learners: Hamish & Rudi    Learning Coach: T.Dillner           Date: 18.2.16

Learning Area: iDevelop - Reading

Learning Observed

As part of our Reading programme in LH1, the learners have been learning about the parts of the Daily 5. This covers a range of activities to enhance capabilities in Literacy. Hamish and Rudi were spending time reading to one another. This is one aspect of the Daily 5 where learners sit elbow to elbow and knee to knee in order to best communicate to one another. They took turns at reading and listening, following along with the text and pictures. Hamish and Rudi selected their own books by practicing how to connect the parts of the ‘I Pick’ method - What is the purpose of this book? Is the book interesting? Can I understand/comprehend what is happening? Do I know all the words or are there some that are tricky?

Evidence of learning

Next Learning Steps

Read with a loud clear voice. Ask each other questions to develop curiosity e.g. What was your favourite part? Why do you think ______ happened?

Hamish, Sami & Dhillon - iExplore Learning Story

Learners:  Hamish, Sami & Dhillon Learning Coach: D. Wilkes          Date: 5.2.16

Learning Area: iExplore - Social Science

Learning Observed

In the first week of school Hamish, Dhillon and Sami opted into an iExplore around ‘respect’ ultimately creating a product using a digital media.  One of the key purposes of this was to become more familiar with our OrmPS Learning Model. The girls embarked on some important foundational learning around respect and made connections to the Treaty of Waitangi as well.  Hamish and Dhillon are beginning to understand that people have social, cultural, and economic roles, rights, and responsibilities and that cultural practices reflect and express people’s customs, traditions, and values.  Sami enjoyed working with a range of other learners and is beginning to understand how people make significant contributions to New Zealand’s society and that we all have rights and responsibilities.  Working with other learners, the boys began the learning adventure by unpacking the word ‘respect’  being curious around what  it means to them? why is it important? using the mini-whiteboards.  They had an opportunity to see the Treaty of Waitangi and to make the connection that it was an agreement grounded in respect.  They had some fun ideating ‘what would you have on your treaty should aliens comes to live on planet Earth?’ After that, Hamish, Sami & Dhillon really enjoyed thinking about how we ‘Respect self’  ‘Respect Others’ and ‘Respect Environment’ at OrmPS and came up with some fantastic contributions- particularly around respecting the environment.  They then collaborated to create a media product which they could present to the wider group and they selected Tellagami (see image below).  I was so pleased with how Hamish and Dhillon worked as capable role models for Sami.  Hamish is demonstrating some strong leadership capabilities - ka pai!

Evidence of learning

RESPECT iExplore- co-constructed presentation & Tellagami video of boys

Next Learning Steps

Start an iExplore learning journey carefully using the OrmPS learning model Explain their learning to family Continue to work collaboratively with learners who are not in their immediate social circle Use the vocabulary and NZSL signs that learn in other learning areas Grow their capabilities with other digital tools through practice eg. Pic Collage, Sock Puppets, Puppet Pals, iMovie etc.