Zoo Trip

Guess what? I went to the Auckland Zoo! I was put in Ms Wilkes group. Me and my friend Henry get to hold the map so we were the navigators. My favourite animal would probably be the cheetah but we didn't get to see it. My favourite animal that I saw would probably be the two elephants. What I learnt was that flamingos also have black on their wings and they also stand on their tippy toes. Did you also know that cheetahs have long eyesights which means they can see far away. I hope that you have enjoyed my blog post and maybe even learnt something.

Maori Language Week

Kia ora, it's Maori language week and on Monday there was a special performance. Some student from manurewa school came to ormiston primary school and presented to us. They did the haka and they did a waiata. The boys learnt how to do the haka and the girls learnt to do a waiata to present to LH2 and LH4 in the MultiSpace. 
We also learnt how to say words in Maori like how to say 1 to 10 in Maori. I hope you liked my short passage about my Maori language week.

Collaboration

Hello, in Ormiston Primary School we have something called the 4 C's and they are called Curious, Connected, Capable and Collaboration. This term our main C is Collaboration. Collaboration is working as a team. The first day of school we were doing challenges collaboratively in teams of five. For one of them, we had to direct a team mate from one side of the obstacle to the other while the team mate is blind folded. I hope you like my post about collaboration.

Justin's Maths Learning Story

Learner: Justin L     Learning Coach: T.Dillner          Date: 2.7.15

Learning Area: Mathematics - Probability

Learning Observed

Recently in Mrs Dillner’s Maths group, we have been learning about Probability and Chance. We were talking about the probability of random events like flipping a coin, rolling a dice or using a spinner. Justin chose to work with Henry and they used a spinner to find out how likely it was for the paper clip to land on different colours. There were two spinners and they had different sized sections which changed the probability of the colours being spun. The boys spun the paper clip 20 times per spinner and then discussed their results. Justin identified that red was more likely on the the second spinner as it had a larger ‘chunk’. He could also describe that the likelihood for green and blue was the same, but yellow would not be spun as much because it had a smaller area.

Evidence of learning

Justin discussed the similarities and differences of each spinner with Henry.

Key Competencies/Vision Principles

Justin completed the task and then compared the results collaboratively with Henry. They worked well together, staying on task and completing the work in the time frame (Managing Self). Justin could make sound comparisons between the two spinners and sets of data, making connections with justified evidence (Thinking).

Next Learning Steps

Develop capability by completing another Probability based learning activity. Use the language of Probability to make his justifications more formal.

Drama Learning Story - May 2015

Learner: Selestine, Rahi, Justin and Helen                                   Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required.  The end result was entertaining.

Evidence of learning

The team works towards effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  However, they all need to work on collaboration and compromising.  Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Identify and use strategies for coming to consensus

Learner:  Justin Lim                                             Date: February 2015

Learning Area: iDevelop - Literacy                      Learning Coach: John Dyer

Learning Observed

Justin has demonstrated some lovely qualities at the start of this year. He is polite, works diligently and asks questions about his learning. This has been evident in some of his learning during writing in Term 1. We have embarked on a series of writing workshops entitled ‘Slice of Life’ Justin has understood the importance of writing from personal experience when recounting personal events. He is beginning to include his thoughts, wonderings and feelings and understands how to ‘show not tell’ the reader what is happening. When Justin was faced with writing his first ‘Slice of Life,’ he was unsure of what direction to take and was worried about the content of his work.  Following discussion, he wrote an amusing piece about how it felt to be in this position. Justin has been able to make improvements in his writing due to following his next learning steps and is happy to take on board suggestions for improvements. I am looking forward to working with him more as we continue on or learning journey.

Evidence of learning

Justin is a methodical and diligent worker. Here he has found a quiet 'room with a view' to work on his Slice of Life. Click here to read Justin’s ‘Slice of Life

Key Competencies/Vision Principles

It has been great to see Justin ‘relating well with others’ and ‘participating and contributing’ with increasing effectiveness in his learning during Literacy. He has demonstrated a ‘capability’ to develop his ideas and write effectively to a conclusion by planning, ‘collaborating’ with other learners and coaches, and caring about the content of his work.

Next Learning Steps

Justin is encouraged to continue developing his confidence for learning. His calm and methodical manner is a valuable asset. Justin should now see where he can use his learning to tackle projects in iExplore that can be seen by our wider school community.

Justin's Narrative Assessment- Science: Strange Liquids - 20.03.15

Learner: Justin                        Learning Coach: DiWilkes            Date: 20.03.15

Learning Area:  Science

Learning Observed

Today Justin selected the science session ‘Strange Liquids’ for iExperience.  It is clear that Justin enjoys science!  He has also done some sessions with me on Forensic Science.  He learned all about viscosity and the states of matter today through some guided exploration.  He had the opportunity to: play some online games to reinforce his knowledge of solids-liquids-gases; play a ‘connect 4’ board game to practice his knowledge of the properties of matter; he drew examples of the states in his learning book and he completed a table while exploring the behaviour of various strange liquids.  Justin found the online games ‘easy’ and enjoyed the board games.  He has a clear understanding of what viscosity is and wants to try the ‘oobleck’ challenge!  Everyone enjoyed our cleanup when we created a ‘bubble monster’ from all of the shampoo in the drain.

Evidence of learning

Key Competencies/Vision Principles

Justin demonstrated our principle of curiosity through his questioning.  He related well with others, sharing the materials and ‘strange liquids’ and tidied up his area upon completion.  He managed himself responsibly and respectfully while enthusiastically participating and contributing in conversations.

Next Learning Steps

try some ‘kitchen chemistry’ at home to determine more viscous liquids research the 4th state of matter, plasma, and generate a list of examples