Learner: Marcus Learning Coach: Mr Hattie Date: 11 December 2015
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Learning Area: Learning Habitat Two - Mathematics
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Learning Observed
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At the start of the term we administered our Junior Knowledge Numeracy test to find our gaps in Mathematics. We set our self goals for how much we are wanting to achieve in one term. We have worked really hard with learning activities and in Learning Coach directed groups to achieve this goal. Now at the end of the term we have achieved our goal. We are pleased with the work we have done this term.
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Evidence of learning
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Key Competencies/Vision Principles
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Marcus was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. He was applying his knowledge of numbers to extend his existing capabilities. Marcus was also utilising effective thinking skills to recall and apply new learning.
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Next Learning Steps
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Marcus’s next learning steps are:
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Thursday, December 10, 2015
Math Assessment Narrative Assessment
Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Learner: Marcus and Jolin Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).
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Next Learning Steps
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Wednesday, October 28, 2015
iExplore Narrative Assessment
Learner: Melissa, Micah, James and Marcus Learning Coach: Mr Hattie Date: 29 October 2015
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Learning Area: Learning Habitat Two - iExplore
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Learning Observed
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In iExplore Melissa, Micah, James, and Marcus are in the ‘How to - Instructional Writing’ iExplore. We are looking at making superhero badges and create instructions for that. Today we were exploring how to use the iPad program ‘Comic life’, this is how we are going to create our instructions to present it. I had put Melissa, Micah, James, and Marcus in a group to create something on ‘Come Life’. When I came over to them to see how they were getting on and as soon as I got in an ear shot of them all I heard was discussion over where the best place to put the speech bubble that they had. Micah mentioned “it can’t be there we won't see the writing.” Melissa was saying that the speech bubble needs to be more in the center. James and Marcus were working out what the best thing to say for this photo. I was stunned with how well they were collaborating. The learning that was going on was huge.
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Evidence of learning
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Here the group is sorting out the look.
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Key Competencies/Vision Principles
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The Key Competencies that are being used are “Thinking” as they are thinking about where things go and what to say for each photo. The Vision Principles that are being used are “Collaboration” as the learners are working together to create their comic. “Connecting” is being used as they are connecting their learning of Comic Life to writing.
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Next Learning Steps
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The group’s next learning steps are:
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Sunday, October 18, 2015
Thursday, September 10, 2015
Narrative Assessment - iExplore - Term 3, 2015
Learner: Marcus Learning Coach: Miriam Kamsteeg
Date: Term 3, Weeks 5-7, 2015
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Learning Area: iExplore - Reflections - Science
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Learning Observed
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Marcus choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.
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Evidence of learning
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Marcus is showing how he can use two mirrors to reflect each other and see under a shelf.
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Key Competencies/Vision Principles
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Marcus showed Collaboration by working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video.
Marcus explored many different ways to reflect with mirrors (Thinking).
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Next Learning Steps
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Tuesday, September 8, 2015
Tuesday, August 25, 2015
Wednesday, July 29, 2015
Narrative Assessment - Literacy - 30 July 2015
Learner: Marcus Learning Coach: Miriam Kamsteeg Date: 30 July 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Today I was working with Marcus during Writing time. Marcus decided that he wanted to say “I am going to the beach”. He was able to find “I am” on the table tent card. Then he wanted to write “going”.He said “o”. I said, “yes but what comes right at the start? g g g” and another child yelled, “g” so Marcus wrote down g. He then wrote down the rest of the words and sounded out beach and recorded that down too.
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Evidence of learning
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Marcus is starting to write down many sounds in his writing. I wonder if he is practising this at home?
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Key Competencies/Vision Principles
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Marcus is developing his Capabilities in Writing. He is starting to be able to record down words and letters independently (Managing Self). Marcus had decided what he wanted to write about before he started (Thinking). He is beginning to write stories (Using Language, Symbols and Texts).
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Next Learning Steps
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Saturday, July 25, 2015
Sunday, June 28, 2015
Tuesday, June 23, 2015
Narrative Assessment - Term 2 Math
Learner: Marcus Learning Coach: Abby Morgan Date: 11 June 2015
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Learning Area: Math
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Learning Observed
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We having been learning about the different ways to create teen numbers using beans and cups. We began by taking ten beans and putting them into one cup. Marcus took his ten beans and put them together to make one set of ten. We discussed how it is important to remember that the cup will always have ten beans in it if we don’t take any out. I asked Marcus to hold the number ten in his head and then to add five more beans to the other cup. I asked what maths tools he had used to find out what ten and five more was. He told me that the answer was 15 and he solved it by counting on from 10. Marcus was able to create ten and five as well as ten and two.
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Evidence of learning
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Key Competencies/Vision Principles
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Marcus was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. He was applying his knowledge of numbers to extend his existing capabilities. Marcus was also utilising effective thinking skills to recall and apply new learning.
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Next Learning Steps
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Friday, May 8, 2015
We Built This City!
Learner: Marcus Learning Coach: Luisa Maloni Date: 7th May , 2015
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Learning Area: iExplore: We Built This City
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Learning Observed
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Due to the high interest in building structures out of the magnetic shapes, we have embarked upon an iExplore learning adventure designing and constructing a city out of cardboard. Marcus has been working in a focussed and independent way throughout this project using his design sheet to inform his next steps. Marcus was able to talk about his structure and say what it was for as well as processes he has used in constructing his building. See video below.
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Evidence of learning
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Marcus
can problem solve to meet the needs of his building as well as refer to his own design to inform his process for building. I wonder if Marcus likes to construct things at home?
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Key Competencies/Vision Principles
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Marcus shows that he uses his Curiosity, creativity, problem solving and Thinking skills to trial his ideas with the materials he has available and to describe the purpose of his building. Marcus demonstrates his Capabilities in Technology- constructing a building that meets a particular purpose as well as in persevering - working steadily and independently towards his own goals (Managing Self).
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Next Learning Steps
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Sunday, April 26, 2015
Reading with Ella - Term 2
Learner: Marcus and Ella Learning Coach: Miss Morgan Date: 22 April 2015
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Learning Area: Literacy - Reading
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Learning Observed
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During reading today Ella and Marcus were introduced to the reading concept Elbow to Elbow, Knee to Knee (EEKK). EEKK involves learners sitting together and taking turns to read to each other. Their reading focus had been on identifying the bold text and emphasising these words. I observed Marcus and Ella reading and applying the new skills they were learning. Together they were able to assist each other when stuck on words or understanding. While reading, Ella made a connection within the text as she recognised that the word ‘she’ in the text informed the reader that the puppy is a girl. Together Marcus and Ella were able to use the pictures in the story to help identify words. Marcus noticed that the picture was of a dog but the word started with P and made the connection between the two.
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Evidence of learning
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Key Competencies/Vision Principles
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Together Ella and Marcus were applying the key competencies of Thinking, and Using Language Symbols and Text. In order to understand and apply existing and new knowledge Ella and Marcus recalled and made connections with the text to show their use of Thinking Skills. Using Language, Symbols and Texts was developed as they used decoding and knowledge of language to read their text and apply new reading skills to this. The Vision Principle of Collaborating was applied as they worked together to assist in developing their understandings.
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Next Learning Steps
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Friday, April 24, 2015
Term 2 - Literacy Narrative Assessment
Learner: Marcus Learning Coach: Abby Morgan Date: 22 April 2015
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Learning Area: Literacy
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Learning Observed
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As I worked alongside Marcus today I asked him to identify different common body parts on a picture. He was able to correctly identify 10 of the 12 parts asked for. Marcus was unsure of the correct name for the shoulder and little finger. We then discussed opposites - he was able to correctly tell me the opposites to big, slow, hard and quiet. Marcus is also able to name more than 7 animals when asked which includes a range of domestic and exotic animals. Marcus is developing his understanding of providing prepositions of objects when asked and is working towards understanding correct use of tenses. The Video below illustrates Marcus’s oral language skills.
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Evidence of learning
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Key Competencies/Vision Principles
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While I was working alongside Marcus he demonstrated his ability to Manage Self and used Thinking skills to answer questions. He was displaying Managing Self through showing his capable nature. Marcus is willing to try new learning and will apply himself to a task. Thinking skills were demonstrated in the manner he was able to mentally retrieve the answers and his willingness to give informed answers when he was unsure.
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Next Learning Steps
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Sunday, March 15, 2015
Learner: Alesha and Marcus Learning Coach: Abby Morgan Date: 16 March 2015
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Learning Area: Math
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Learning Observed
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During Math today Alesha was working alongside Disha and Marcus playing Math Marks the Spot. I asked Alesha how much the two dice she had added up to, she was able to instantly recall her basic facts to 10 and said 4 + 5 = 9. Marcus was able to quickly find the numbers on the mat and was also able to invent new ways to cover them as they had run out of the tiles. Marcus was also able to help assist with the next roll of the dice, identifying that 3 + 3 = 6. What a great learning activity to help consolidate your addition knowledge.
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Evidence of learning
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Alesha and Disha proudly showing their work.
Marcus and Alesha working together to solve the addition problems.
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Key Competencies/Vision Principles
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During Math today Alesha and Marcus were attending to the Key Competencies of using Language, Symbols and Texts as they were applying their knowledge of the written numeral and mathematical symbols to complete this learning activity. They were also both managing themselves as they were able to monitor their success and showed determination in completing the task. Marcus and Alesha were also using the Ormiston Vision Principles of collaboration as they worked alongside each other.
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Next Learning Steps
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