The Zoo!

( If you read the Maori Culture blog, I mentioned that we went to the Zoo. )

It was the day that we went to the zoo so we all went on seperate buses and it took a while. We went to the Zoo excitedly to learn and see animals we never knew about. Firstly we ate a snack because there was fruit-flys around the zoo. We got in groups then explored the zoo to recognise about what we learnt in school, there was lots of time to explore the animals but when it was eleven we all have to group up where the Asian elephant were then everyone can learn even more. The animals that we learnt more about were the cheetah, flamingos and of course the Asian elephant. The cheetah can run short distances but very fast, I learnt in school that the antelope runs fast but it can run farther distances, the flamingo is unique and if it eats it turns more pink and the more atractive, the elephants from auckland zoo had a baby called anjelee, we saw a real tusk that has been cut off and an elephant tooth. That was the adventure of the Auckland Zoo

Maori Culture

Kia ora This week (Week 2) we are learning about Maori Culture

I have heard that some of the native birds, plants and names are just Maori names (e.g. Kea, Kowhai, Tui). In our Learning pathways we wrote Digital mihis in our 'about me' page, we have to write about ourselves in Maori, so what our nearest mountain or river and what you like is in a Mihi. Manuwera Intermediate went to our school to teach the boys the haka and teach the girls a waiata. We also learnt how to pronounce some feelings, native birds and nature in Maori with Mrs Dillner and with Mr Dyer we sang some other waiatas with sign. On Thursday we went to the zoo to learn about animals, we mostly learnt about cheetah's, flamingo's and african elephants and I learnt some of the animals Maori names. Maaori is quite tricky to learn because nga sounds like na.

Thank You

Collaboration

it is term 3 and we are back in school, this term we are collaborating

If you don't know what collaborating means, it means that your working together in a team. We need to work together to get more ideas and if we are arguing then you haven't noticed that you are getting ideas so you need to mix those ideas to get something different and possibly better then what you were expected. Teamwork is working together so you can have more fun and more strategies on how to get on with things. Do not be afraid to ask other people to help you finish an answer on something or how to do the strategies on a confusing question. Collaborating is like connecting too because if you work with some new people then your connecting with them. If you don't know what connecting means, it means that you are connecting your learning that is similar to your old learning and it also means you are making connections with your friends too  and it's one of our 4 C's. You don't have to do the same thing, you can do something that your good at and the other person can support and do something that their good at.

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 iExperience Learning Story

Learners: Justin V & Amin    Learning Coach:  T.Dillner          Date: 1.5.15

Learning Area: iExperience - Social Sciences

Learning Observed

We have been working on understanding ANZAC Day and what the soldiers did in Gallipoli 100 years ago. This iExperience was called ‘An ANZAC Pack’ and related to Trench life and warfare in World War One. During the first session, Justin and Amin were completing research around life in the trenches and what the soldiers would have eaten. The learners were provided with a variety of links which they had to read and discuss. From this, they needed to record two facts that interested them. At the following session, they had to go through the information they had discovered, put it into their own language and prepare a slideshow or poster to explain their learning. The link for Justin and Amin’s presentation is below.

Evidence of learning

Link: Justin and Amin’s Presentation

Key Competencies/Vision Principles

Justin and Amin both demonstrated a lot of curiosity during both iExperience sessions. They had a device each and shared their documents in order to work collaboratively - each learner was able to work on the presentation, but on different slides. This helped them to manage their time well, as they were completed within the time given (Managing Self). Justin and Amin had to make connections between what was used 100 years ago and what is used today (Thinking). This is particularly evident at the end of their presentation as they inserted a question to encourage their audience to respond (Relating to Others).

Next Learning Steps

Add video or audio evidence to support their ideas. Begin to branch out from the research links provided for them, and source their own information.

Justin's Drama Learning Story - May 2015

Learner:  Justin                                                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.  Justin worked in a group with Richard, Sadeen and Lim Hor to use dramatic techniques to explore drama elements and conventions and exhibited a real passion and enthusiasm for performing when asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture. Their group selected the British culture.

Evidence of learning

Justin makes effective use of space and body movement to become a human prop.  See video here.

Key Competencies/Vision Principles

Justin demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself and others. He is able to make Connections between what she knows about a culture and how to express that with movement, no sound and imaginary props. Justin embraced the ideas of others and encouraged the group to seek clarification to make sure their performance was clear but not too obvious.

Next Learning Steps

Further explore movements he can make with his body, sounds he can make with his voice, and creation of facial expressions to enhance dramatic effect Practice at home with games like charades or props

Justin's Science Learning Story - 30.3.15

Learner: Justin V    Learning Coach: Tracey Dillner           Date: 30.3.15

Learning Area: Science - Living World

Learning Observed

During iExperience, Justin opted to participate in a two part learning experience about the animals of the Amazon Rainforest. The learning involved the the first session was identifying if an animal actually lived in the Amazon and examining it to find out what it's special features (adaptations) are. Justin was able to self direct most of his learning during this session and remained engaged the whole time. He showed enthusiasm and was able to trouble shoot issues such as using shortened URL addresses to access websites. Justin was expected to report back on at least three animals and was able to do so within the allocated time. Justin can now describe the adaptations these animals have that ensures their continued survival.

Evidence of learning

Justin’s research on Amazonian animals and their adaptations (his pictures are missing as we were unable to add photos on an iPad).

Key Competencies/Vision Principles

Justin showed curiosity and completed all of the expected work in the allocated time with minimal support. He asked questions of me or his peers when necessary (Managing Self). Because Justin worked independently, he was able to discover information that he found interesting and would often share these facts with learners nearby (Participating and Contributing). He will be able to draw on this learning as Prior Knowledge in the future (Thinking).

Next Learning Steps

Select one of the animals he has researched and develop a comprehensive profile. Confidently share what he has discovered to all of the learners in the group. Research how it is possible to insert pictures into a Google Doc when using an iPad.