iExplore Narrative Assessment - 8 August 2016

Learner:  Marcus   Learning Coach: Michelle Lennon - LH2      Date:   8 August 2016

Learning Area:  iExplore

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExplore Marcus has been collaboratively building an Olympic village over a three day period. On the first day Marcus worked primarily on his own using the blocks to build a BMX arena for the Olympic village.  The next day Marcus began working with others to build new buildings by participating in discussions and ensuring a vast range of building were being made. On the last day of building Marcus was a key member in the building team, ensuring that all the buildings created by his peers were linked together with pathways so the ‘athletes’ could walk around the village comfortable.  It was great to see Marcus encouraging others during this collaborative activity.

Evidence of learning

Marcus is actively involved in making a BMX arena for the Olympic village.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in all learning activities. Capable - understanding that an Olympic village needs various buildings. Collaborative - discussing and negotiating with others. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Olympic village needs. Help others to collaborate and build things together.

Narrative Assessment - Maths - 10 May 2016

Learner:  Marcus         Learning Coach:   Megan Croll               Date:   10 May 2016

Learning Area:   Maths

Learning Observed

Marcus have been working on his number knowledge in Stage 4 which includes counting forwards and backwards to 100 in 2s, 5s and 10.   He has also been learning about place value for ones, tens and hundreds. We start most maths sessions with a number game and I was excited to see that Marcus and his friends were independently playing ‘Guess My Number’, one of the games that I had taught them.

Evidence of learning

Marcus was keeping his friends guessing his three digit number.   They had to correctly guess the number in the ones, tens and hundreds columns.

Key Competencies/Vision Principles

Marcus was collaborating with others to learn through this maths game.  He was enthusiastic and motivated to be the one that knew the number.   Marcus was able to relate to others by listening and respecting their suggestions, even when they were wrong.  He was managing self  by organising the equipment and space for the game; as well as making sure that all the Learners had a turn at guessing.

Next Learning Steps

Teach the game to some other Learners Include the ‘thousands’ place value column Play the game at home

Narrative Assessment - Reading - 10 May 2016

Learning Observed

Marcus has been working on reading for meaning and pausing to think about whether the words that he is saying are the same that are on the page.   Today I asked Marcus to read a page of a book from Level Red.   We talked about cats and what they like to do.

Evidence of Learning

Marcus noticed that he mixed up the words and self-corrected himself.

Vision Principles and Key Competencies

Marcus was able to connect the text with his knowledge about cats and how they like to chase birds. He is Using Language, Symbols and Text to help identify errors.

Next Steps

• Reading with greater fluency
• Reading 10-15 minutes each day at home
• Concentrating on what he is reading and self-correcting errors

Narrative Assessment - iExplore - 6 May 2016

Learner: Marcus        Learning Coach: Stephanie Hooker             Date: 6 May 2016

Learning Area: iExplore

Learning Observed

During iExplore this week Marcus really enjoyed experimenting with the equipment to create a moving go cart. He was very proud of his finished result. Other learners were caught up in his enthusiasm, and Marcus took a leadership role in directing others.

Evidence of learning

Marcus thoroughly enjoys moving and working outside. I wonder if next time he will allow his peers to contribute and design a moving vehicle?

Key Competencies/Vision Principles

Collaboration: Marcus allowed others to contribute as he directed them on where they could add parts of the vehicle Thinking:  Marcus had a clear idea of how he wanted the go cart to work Capabilities & Relating to Others:  Marcus is developing his ability to allow others to include their own ideas

Next Learning Steps

Create another moving vehicle Allow others to contribute in their own individual way

Narrative Assessment - Physical Education - 7 April 2016

Learner:  Marcus                  Learning Coach:  Megan Croll                  Date:  7 April 2016

Learning Area:  Physical Education

Learning Observed

Today I supported the Learners in LH2 to play a game of Octopus in their PE rotation.  Marcus enjoys being active and was keen to be one of the ‘sharks’ (taggers) in the game.   He demonstrate an ability to focus on who he wanted to tag and was quick to change direction, when needed.

Evidence of learning

Marcus tried really hard to catch as many runners as he could so that they could join him and become ‘sharks’.

Key Competencies/Vision Principles

Marcus is developing his capabilities in Physical Education.  He was able to follow a set of instructions and collaborated to work together as a team (Relating to Others) with other taggers.  Marcus was eager to participate, was observant of the space around him and played fairly, without being too rough with the younger learners from LH4 (Participating and Contributing).

Next Learning Steps

Show this enthusiasm in all Physical Education activities Continue to encourage other Learners to join in Support other Learners this game in future

Narrative Assessment - Maths - 25 February 2016

Learner: Marcus           Learning Coach: Megan Croll            Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Marcus was able to identify the biggest number.   He then tried to solve the problem by writing the biggest number (15) on a number line, then add on the smaller number (6).  Marcus required support to complete the problem.

Key Competencies/Vision Principles

Marcus is developing his Capabilities in Maths.  With some support, he iss able to work by himself and use equipment correctly when solving a problem (Managing Self and Thinking).  Marcus is able to form her numbers correctly and understands number order up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Draw and use a number line correctly Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.

Narrative Assessment - Developmental - 23 February 2016

Learner:  Marcus             Learning Coach: Megan Croll               Date: 23 February 2016

Learning Area:  Developmental

Learning Observed

Today during our ‘Developmental’ session, Marcus and two other learners were working together to construct a building with the Duplo blocks.  As the building took shape, they talked about what they wanted to put where, as well as how the ‘people’ would be using the building.   There was discussion about where to put the door and how high the ‘tower’ should be.

Evidence of learning

Marcus, Keiran and Shokrullah were very pleased with the finished result of their building.

Key Competencies/Vision Principles

Marcus participated and contributed with others to design and create this building (Thinking).  He demonstrated capability when problems arose, e.g. blocks didn’t fit properly, another learner had already finished a part that he was going to do (Managing Self).

Next Learning Steps

Talk about a plan with others before beginning to build Consider using colour patterns with the blocks