Podcast Narrative Assessment

Learner: Hamish, Aarav, Joshua and Nehal                             Learning Coach: Mr Hattie          Date: 16 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience Hamish, Aarav, Joshua and Nehal are working writing and creating Podcasts. A Podcast is an audio story, interview or informative talk for entertainment purpose. These are downloadable on iTunes or various sites on the internet. Hamish, Aarav, Joshua and Nehal have been put into a group to practice talking about an issue around at school. The issue that they chose is on Ormiston Primary should/should not have unisex toilets. They are arguing for yes we should. For this issue they had to discuss their talking points and plan out what their reasons Collaboratively using evidence and examples. Each of these learners showed their Capabilities with this task. They all have something to offer in terms of the reasons why they agree. Learners understanding of their learning: Hamish: I learnt that being collaborative with my team helped me understand what we were doing. Aarav: One of the main issues was “Ormiston would have to pay more money to make separate toilets” Joshua: I learnt that audio means ‘sound’ like the radio. Nehal: Our podcast in on real issues that we have at Ormiston.

Evidence of learning

The learners Collaborating about the issues in their argument.

Next Learning Steps

Hamish, Aarav, Joshua and Nehal’s next learning steps are: To speak with fluency and expression during their podcast Write in their own words their argument to practice.

Hamish, Eric & Stephan's Storybird Learning Story

Learners: Eric, Hamish & Stephan Learning Coach: T.Dillner           Date: 1.4.16

Learning Area: iDevelop - Writing           Key Competency: Participating & Contributing

Learning Observed

As part of the Writing programme, Eric, Hamish and Stephan have been using a digital tool called Storybird. The learners were introduced to this on the TV screen, and then had to go and collaboratively create a story by selecting a picture pack that was appealing, laying the images out in a cohesive order and then adding text to complete the story. All three boys have shown that with minimal help, they are capable of navigating the Storybird website and completing their own publications. Their attention and focus has been impressive because they are so excited and curious about creating more stories!

Evidence of learning

Next Learning Steps

Share their stories with all of the learners in Mrs Dillner’s Writing Group. Teach a learner from another Writing Group how to use Storybird. Log in to Storybird at home and share their stories with friends and family.

iExplore: Chinese New Year: Year of the Monkey

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.