Narrative Assessment - Literature Circle

Narrative Assessment - Visual Arts

Justin V & Aleena's Learning Pathway Presentation Narrative Assessment

iExplore Endangered Species Learning Story

Learner: Neha, Karleil & Justin             Learning Coach: DWilkes      Date: Term 3-4

Learning Area: iExplore (Science and Literacy)

Learning Observed

During term 3 and part of term 4, Neha, Justin and Karleil decided to collaborate together on their iExplore learning adventure.  They were inspired by their iExperience learning on animals, food webs, habitats and threats so they decide they were curious about endangered species.  During our conferences they refined their curiosity to endangered species of New Zealand and each of the learners selected 3 to find more out about and write a fact file for.  When they went to the zoo they learned more about why animals are endangered in New Zealand and around the world- what poaching meant and how pollution and habitat destruction are often the causes.  They wanted to create an awareness of how the learners at OrmPS could help endangered species in New Zealand.  They discussed how to do this through conferences and open to learning conversations with their learning coaches and each other.  They grew their capabilities at listening, negotiating and researching while they made lots of connections to their experiences and prior knowledge.  They all enjoyd the ‘animal onesie’ day at the end of the term too!

Evidence of learning

iExplore Document

Next Learning Steps

write a reflective blog process about this iExplore share all the finished products and learning with your family identify what we can do next year to extend this learning

Ohm & Justin - Author's Purpose Learning Story

Learners: Ohm & Justin V    Learning Coach: T.Dillner            Date: 3.9.15

Learning Area: Literacy - Author’s Purpose

Learning Observed

Ohm and Justin attended a literacy workshop which was aimed at one of the Learning Progressions that each learner has on their Learning Pathway. We were looking specifically at how an author might use features on the cover and spine, in the blurb and in the text. The learners had to work together to analyse a text and identify why the author included these features and what they told the viewer about the text. Ohm and Justin worked as a group on a variety of novels, connecting how the author may have used features that were the same or different on each text. They showed an increased capability in this when talking together about how the cover image, title, blurb and first page gave an idea of the theme and the author’s purpose. As they collaborated, each of the boys were able to extend their own knowledge by building on it with the ideas of the other group members.

Evidence of learning

Next Learning Steps

Finish a Best Fit Novel and analyse the Author’s Purpose after reading the entire book. Record this analysis either in writing, video or audio. Upload this as evidence in their Literacy Learning Pathways.

Digitise It Animal Habitat Learning Story - August 2015

Learner: Justin V & Rohullah                                                     Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats.  They were fortunate enough to go on a field trip to the zoo where the live cheetahs captured the curiosity of Rohullah and Justin.  The learners were instructed that they needed to create a habitat that would be suitable for an animal of their choice or creation.  The boys opted for the ‘Digitize It’ option knowing that they wanted to design the cheetah habitat in Minecraft and demonstrate their capability at using it.  They went through a rigorous design process that involved connecting with information through researching to create a fact file on the cheetah, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Justin and Rohullah collaborated very well- taking turns, listening to each other and asking questions.  They also assisted other learners who were using Minecraft.  When it was time to share their learning, the boys presented their cheetah habitat confidently to all of the Learning Coaches and learners in LH1.  You can see their assessment here.

Evidence of learning

Justin & Rohullah share their Cheetah Habitat in Minecraft   Animal Fact File- Cheetah

Next Learning Steps

write a reflective blog post about their learning and share with parents create a product of their learning eg. iMovie to show their Minecraft to others create a more detailed diagram with labels that is represented in their final product

Tallest Tower Technology Challenge - Learning Story - August 2015

Learners:  Justin V and Nelvin                                        Learning Coach:  Ms Wilkes

Learning Area: Science and Technology                        Date: August 2015

Learning Observed

Justin V and Nelvin were 2 of four learners who initially showed interest in representing OrmPS at a technology challenge at Point View Primary School on August 26.  They met each Friday for a new challenge.  Their first challenge was to make the tallest free-standing tower they could using only the materials they were provided with:  5 sheets of paper, 6 straws, 30cm tape, 2 pipe cleaners, a couple of popsicle sticks and their imagination.  There was a time limit and they were up against the girls!  Justin and Nelvin strategised together before they started building showing some fantastic problem solving and an ability to pre-plan.  They also made adjustments as they went demonstrating that they were resilient and could respond as needed.  They used the materials wisely and kept the brief at the forefront- being victorious in the end!

Evidence of learning

Key Competencies/Vision Principles

Justin and Nelvin participated and contributed enthusiastically, relating well to each other and managing themselves.  They used strong thinking strategies to maximize the use of their materials to strengthen and heighten their tower.  They collaborated strongly demonstrating an ability to listen to each other and communicate.  Their curiosity was evident in their design and as they won they developed their capability at technology challenges.

Next Learning Steps

continue to come and participate in challenges every Friday consider starting and leading a club for technology challenges in Term 4 ensure that you always stop and think before making decisions write a blog post about this!

NYLD Leadership Experience- Kevin & Justin on William Pike - August 2015

Learners:  Kevin & Justin                                                       Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

It was impressive to watch these two learners collaborate together to provide a wonderful and inspiration component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  Kevin and Justin co-constructed their video and presentation (which can be found in the Leadership Experience presentation) and they wowed the crowd with their video of ‘William Pike’ aka;Justin V!  When their first video wasn’t what they wanted they redid again demonstrating persistence, commitment to excellence, confidence and resilience.  They decided to do a video rather than a presentation because they wanted to really capture William’s essence and his message.  The learners loved watching the video and most walked away with the ‘all passion, no limits’ as a lasting message.  Practicing their public speaking, writing, videography and leadership was what they did while the rest of us enjoyed a fantastic recreation of William Pike’s amazing story of how he survived the eruption at Mt Ruapehu.

Evidence of learning

Kevin and Justin impress the crowd with their recreation of William Pike’s story

Key Competencies/Vision Principles

While Kevin and Justin collaborated they made direct and indirect connections to their experience at NYLD.  The related to others, managed themselves responsibly and participated enthusiastically on the day.  They were enthusiastic and responded to changes with resilience.  The preparation for the video was great.  They made us curious and they inspired us!

Next Learning Steps

learn some blue screening (you could put the mountain behind Justin) write a blog post about the afternoon including your reflections share your learning with family at home

Justin's Music Learning Story

Learner: Willie, William and Justin     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Willie, William and Justin chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.

Justin's Narrative Assessment- Digital Citizenship - 12.03.15

Learner: Justin                        Learning Coach: DiWilkes            Date: 12.03.15

Learning Area:  Social Sciences / Key Competencies

Learning Observed

Today, Justin was selected for a special ‘capability corner’ session in order to upskill some learners in our habitat as experts.  Justin often demonstrates a natural affinity for using digital technologies and can discuss what makes a good digital citizen and what we should avoid doing online in order to be safe.  He can explain what his ‘digital footprint’ is and how to keep it positive.  He spent some time navigating to his Learning Pathway and blog and was able to explain to others new ways to access this.  Justin also contributed to his blog and added to his iReflection document.  He clearly articulates how to blog in the video.

Evidence of learning

Key Competencies/Vision Principles

During this session Justin demonstrated he was highly capable at navigating our Google Apps for Education platform, easily accessing his Learning Pathway, his blog and various documents in his google drive.  He managed himself well and collaborated with others to offer help, generate ideas and seek clarification.

Next Learning Steps

complete his ‘digital footprint’ image in google docs write a weekly blog post on a topic of his choosing upload video to Youtube, create a Photopeach and/or iMovie