Narrative Assessment - Geometry

Narrative Assessment

Narrative Assessment - Roller Coaster Challenge

Testing out the roller coaster... in slo-mo:

Next Steps:  

• Learn more about design and use this 'LAUNCH' process to carry out another design thinking project.
• Carry out another statistical investigation; using a different graph to record survey results.
• Independently choose to work with a wider circle of peers in order to extend your thinking and collaborative skills.

Narrative Assessment

Narrative Assessment - Playground Diamante Poem

Learner:  Hamish              Learning Coach: Megan Croll - LH6           Date:  4 July 2017

Learning Area:  Writing Achievement Objective: Purposes and Audiences (Level 2) Constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language and text form Key Competencies:  Thinking; Using Language, Symbols and Text Vision Principle:  Capable

Learning Observed

My literacy group have been watching the development of our new adventure playground over the past month.  I saw their excitement and conversations as an authentic opportunity to support them with understanding how to use nouns, adjectives and verbs through poetry.      We visited the playground to observe the workers and machinery.  Hamish was encouraged to talk about what he could see and hear.  Photos were also taken so that he would be able to refer to them during future writing workshops to support him with recalling the visit and brainstorming suitable vocabulary to use in his writing. Later in LH6, the features of a diamante poem were unpacked and Hamish contributed towards the list of words that could be used in the poem.  We also talked about the difference between a noun, verb and adjective.   Hamish was involved in a workshop to gain an understanding of how to add the suffix ‘ing’ to verbs, e.g. play = playing.

Evidence of learning

Hamish began his writing independently and chose the words that he wanted to use.  Hamish had difficulty writing some words correctly, even though they were taken from the list that we had brainstormed together.  We talked about using an iPad to take a photo of the board/tv, then read from the iPad when he is back in his seat.   This might help Hamish to transfer the spelling correctly to his book or device.   Hamish began to publish his poem on a Google doc after revising and editing his draft in his book. Hamish’s first attempt at publishing his poem.

Next Learning Steps

Use adjectives and verbs in other areas of writing Write another diamante poem independently Share this writing with another learner and ask for feedback

Life Education - A Learning Story

Hamish's Speech Narrative Assessment

Hamish Learning Coach:   S Hooker & D Wilkes         Date: 2 September 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their capabilities in speech writing. Hamish  participated in workshops to plan, write, edit and present his speech.  The learners were introduced to persuasive language, speech organisation and effective speaking skills & strategies.  He used feedback provided by the Learning Coaches and his peers to make improvements to his overall performance.  The use of a google document allowed Mrs Hooker and Ms Wilkes to provide ongoing feedback to the learners regarding their speech content, organisation and persuasive writing. Hamish collaborated with other learners to practice and apply his presentation and speaking skills.  The learners used iPads to record each other speaking and used these recordings to observe, notice and make changes to their volume, pace, eye contact, body language and overall confidence.   With support and guidance Hamish was able to share his knowledge and use appropriate language to inform the audience.   It was great to see Hamish practice and apply his public speaking skills to develop an overall capability both at speaking and writing to inform. Ka pai!

Evidence of learning

Please see the following link: Speech presentation (video) rugby

Next Learning Steps

See the assessment rubric

Light iExplore at OSC

Collaborative iExplore Brainstorm of Curiosities

Learners: Hamish, Shaval, Humaam, Charlotte & Siddhesh Learning Coach:   Stephanie Hooker         Date: 24 August 2016

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore today we worked collaboratively in small groups to share and record our wonderings and questions.  The focus for this particular activity was to identify areas of learning for our future iExplore learning adventures.  We share ideas for topics and make open ended questions that we can research and explore. Providing our learners with the opportunity to make choices about their learning promotes self directed learning, and research tells us this increases focus and motivation. Hamish, Shaval, Humaam, Charlotte and Siddhesh co-constructed some wonderings and recorded them in a shared mind-map so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning & learner voice

Hamish - I wonder “How old is the Pacman game?” Shaval - I wonder “How far can a paper plane go?” - I wonder “if we can learn about geocaching” Joshua - I wonder “Why Pokemon is bad for you’

Next Learning Steps

Chose one idea to explore  and decide whether you will Create, Research or Organise your topic Form this wondering into an open question eg. Why…? What if…?  How…? Will you work independently or with a partner or a small group? Make a copy of our online planning and design templates and get started! Share learning at home

Hamish & his Reading Narrative Assessment

Learner: Hamish Learning Coach:   Stephanie Hooker         Date: 3 August 2016

Learning Area:          iDevelop: Reading                                          Key Competency:     Using Language, Symbols and Text NZC AO:                     Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

Today we completed a Running Record using the PM Benchmark assessment kit with Hamish to assess his reading capability. On a Level 10 book he scored 90% for accuracy and was able to answer 4 out of 5 comprehension questions to show his understanding of the story.  Hamish retains meaning when reading but often includes his own words and doesn’t always attend to print. He uses the re-reading strategy which is great and now needs to combine this with word attack strategies.

Evidence of learning

I wonder if Hamish practices reading at home? How does he solve new words? Does he need to keep pointing to the words?

Next Learning Steps

Choose appropriate books at his level using the “Best Fit” strategy Attempt unknown words with decoding - using his letter sound knowledge Answer questions during and after the story Read everyday, both at home and school- is he taking his Book Bag home each day with a new book? Read to Hamish and with Hamish from books that interest him

Problem Solving- Using stats to spell!

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.