Karis, Selestine, Kavisha & Jahnavi's Antarctica Learning Story

Learners: Kavisha, Karis, Jahnavi & Selestine     Learning Coach: T.Dillner            Date: 30.10.15

Learning Area: iExperience - Antarctica

Learning Observed and Vision Principles

The learners in LH1 were given the opportunity to opt into a Virtual Field Trip to Antarctica. Kavisha, Karis, Jahnavi and Selestine all chose to participate in this via the education providers LEARNZ. The sessions were run either once or twice daily for five consecutive school days and learners connected using audio conferences, chats, Twitter and video diaries. These four girls were highly engaged and demonstrated insatiable curiosity throughout. They took all opportunities to record their questions while listening to the audio conferences. As well as this, they questioned the questions that learners from other schools had provided! After the formal sections of the audio conferences, we were able to use an instant chat feature to ask our own questions. Each of these four girls chose thoughtful and sensible questions to communicate to the scientists and researchers who were speaking directly from Antarctica. One of their final tasks was to collaboratively create a Kahoot quiz to share with one of the LH1 Hapu Groups about their Antarctica learning.

Evidence of learning

Next Learning Steps

Share their Kahoot quizzes with some buddies from their Hapu Groups. Listen to the final Audio Conference at their own convenience as we had a School Wide Assembly when it was held. See (or email) Mrs Dillner for the log in details.

bing bong jigty dong

this song i made with my friend kim.


bing bong gigity dong i am made of candy floss bing bong gigity dong i am made of candy loss bing bong gigity dong kim has a sock on her head bing bong gigity dong karis has under wear.

that song is a famous song we made. please comment.

Karis and Kimba-Jo's Habitat Design Learning Story

Learners: Karis & Kimba-Jo    Learning Coach: T.Dillner            Date: Weeks 3-6 T3

Learning Area: Science

Learning Observed

In Term 3, LH1 spent a lot of learning time looking at the habitats of animals. They had to select an animal and think carefully about what that animal needed to survive. The learners then had to choose a method to recreate this habitat out of Make It, Localise It, Digitize It or Draw It. Karis and Kimba-Jo chose to Make It and opted to collaborate as a pair on a habitat for a Kiwi. Together, they exercised their curiosity by researching Kiwi information and drafting a sketch of what they imagined their habitat would look like. Following this Kimba-Jo and Karis began making their habitat from cardboard, paper, paint, clay and other craft items found at school. They communicated well which was shown by their ability to complete their design on time even though there were days where only one or the other was present for the Make It sessions. I was very impressed by the capability they showed when presenting their learning in Week 6. They described their thinking coherently, included additional information and even had a small ‘find the kiwi’ game similar to Where’s Wally.

Evidence of learning

Karis’ Habitat Design Assessment Rubric Kimba-Jo’s Habitat Design Assessment Rubric

Next Learning Steps

Reflect on the feedback given on the Assessment Rubric. Reflect on the use of materials - how did you ensure you made the best choices? Work together on other collaborative learning tasks to develop this partnership.

Aaron, Harry & Karis' 3D Shapes Learning Story

Learner: Aaron, Harry & Karis    Learning Coach: T.Dillner            Date: 5.8.15

Learning Area: Mathematics - 3D Shapes

Learning Observed

Aaron, Harry and Karis all opted into a Curiosity Workshop (Teaching Session) about the features of 3D shapes. The workshop looked at the three main aspects of 3D shapes - edges, faces and vertices. Aaron, Harry and Karis had to select a shape at random from the box, and within their group, had to discuss how many edges, faces and vertices each of their shapes had. We compared the different shapes as a large group after everyone had had the chance to discuss with their buddies. The three of them were able to share their learning confidently with everyone. Afterwards, the learners had to complete this online task to collaboratively launch the rocket. This was only possible if they applied all of their 3D shape knowledge.

Evidence of learning

Aaron, Karis and Harry describe the faces, edges and vertices of their shapes.

Key Competencies/Vision Principles

Harry, Karis and Aaron shared their ideas to their group, displaying their capability of using the correct terminology of faces, edges and vertices to describe shapes (Using Language, Symbols and Texts). As well as this, they were able to apply this knowledge to the Follow Up task to successfully apply this knowledge by collaboratively solving problems and puzzles, and organising, ordering and categorising various three dimensional shapes (Thinking).

Next Learning Steps

Teach another learner this information. Look at more complex shapes like hexagonal prisms, spheres, cones or pentagonal spheres.

Karis's Maths Narrative Assessment

Learner: Karis   (cm)                                                 Date: June 2015

Learning Area: Maths - Measurement                               Learning Coach: John Dyer

Learning Observed

Karis was recently working as part of a big group on a measurement task. She first applied her previous measurement learning experiences to this task and approximated sensibly. Karis then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Karis was able to use her place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see Karis being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Karis is deep in thought, working out the best way to measure using a variety of different lengths.

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Apply learning around measurement of length to other areas of measurement including weight and volume. Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.

Karis' iExperience Learning Story

Learners: Karis & Helen    Learning Coach: T.Dillner           Date: 1.5.15

Learning Area: iExperience - Social Science

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, Karis and Helen 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. Helen and Karis chose to create a poster.

Evidence of learning

Key Competencies/Vision Principles

Karis and Helen both demonstrated a lot of curiosity during both iExperience sessions. They had a device each and shared their documents in order to work collaboratively - they were able to both record facts and information on the same doc during the research stage. This helped them to manage their time well, as they were completed within the time given (Managing Self). Karis and Helen had to make connections between what was used 100 years ago and what is used today (Thinking).

Next Learning Steps

Think carefully about how to use space effectively on a visual presentation. Add a variety of information - including text, drawings, printed diagrams and captions.

Literature Circle Learning Story - June 2015

Learner:  Karis  (Nouns)                                                             Date: June 1, 2015

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop.  We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Karis what book she is reading and how she knows it is a best fit on a regular basis.  Karis learned all about the 5 finger strategy to help her choose.  The Nouns group was also introduced to an online book resource called http://booktrackclassroom.com to which Karis has an account. In our Literature circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly.  Karis was an exceptional Discussion Director, guiding the conversation and giving lots of feedback.  She is well prepared- completing her tasks in her Literature Circle google doc.

Evidence of learning

First Literature Circle Meeting with the Nouns Group - video Karis’s Literature Circle Roles - Google Doc

Key Competencies/Vision Principles

Karis is showing Connectedness by relating her work to the text we are reading.  She is relating to others well by remaining respectful while others speak and she is Collaborative when she is participating in the discussion.  She is also developing her Capability in reading comprehension and oral language.

Next Learning Steps

Always have her Best Fit book with her everyday and read every night at home, out loud when possible Visit booktrackclassroom.com often to read new books Prepare for the Literature Circle meetings in her Daily 5 time or at home in her google document

Drama Learning Story - May 2015

Learner:   Karis, Aryan and Markus                                             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.  Karis worked in a group with Aryan and Markus and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about a culture they choose Fiji and enthusiastically engaged in the process as a team.  They trialled different actions, movements and use of space and spent time to ensure all understood each other’s ideas.

Evidence of learning

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

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal. They took the task seriously and together they exemplified Capabilities in following complex instructions.  Ultimately they met the success criteria.  They related to each other well and managed themselves and their time wisely. 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 she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect

Karis' narrative story - Literacy - Writing - March 2015

Learner:  Karis    Learning Coach:   Mr Dyer     Date:   March 2015

Learning Area:  Literacy - Writing

Learning Observed

This term our literacy group has been constructing narrative stories in our writing classes. We have also been writing from the heart when documenting a ‘Slice of our Life.’ Karis had taken both of these challenges on with confidence and enthusiasm. She is well organised and takes pride in knowing what needs to be done. Karis works hard to complete her tasks on time. During Literacy, Karis has worked as part of a group to construct a narrative story. She has identified imagery and detail in books, and applied this learning to her writing. Karis understands the elements of a narrative story, from setting the scene, through developing a plausible problem and constructing a resolution that ties up loose ends. She enjoys her Literacy lessons and has ended the term with a successful and independently constructed narrative story along with a personal and thought provoking Slice of Life. What a Writing Star you are Karis!

Evidence of learning

Karis working hard on one her pieces of writing. Click here to view Karis’ writing.

Key Competencies/Vision Principles

Key Competencies - Karis has demonstrated an ability to ‘Manage Self’ when faced with literacy tasks and is ‘participating and contributing’ well in our learning sessions. Vision Principles - Karis is developing ‘Capability’ in Literacy through expanded her understanding of narrative story writing and writing from the heart. She is able to ‘Collaborate’ with others when co-constructing her learning.

Next Learning Steps

Reflect on her learning at various stages of the writing process. This will ensure work improves in an ongoing way and will help Karis to make links between elements within her writing. Continue to identify and use new learning while reading to improve writing. When writing, include more detailed language and ‘Show not Tell’ to improve imagery in her stories.

Karis Learning Story- Maths and iExplore - March 2015

Learner:  Karis Tauvela                                            Date: March 2015

Learning Area: Maths and iExplore                         Learning Coach: John Dyer

Learning Observed

Karis has already proven herself to be a very thoughtful and caring learner. She demonstrates a willingness to learn and is eager to discuss how she might improve on a learning journey. Karis has recently shown good understanding when adding 2 digit numbers. She uses her developing number knowledge to find tidy tens and used a range of materials and imaging to reach her answers. In the past week, Karis has embarked on an exciting iExplore. She aims to honour and celebrate her culture through setting up a Samoan club in school. She has teamed up with Selestine and is working hard to ensure things are planned effectively. She intends to  perform at a Hui and present elements of Samoan song, dance, games and culture to the school. I look forward to documenting the results in photo and film that will be viewed here.

Evidence of learning

Click here to see how Karis planned her iExplore Samoan Club. Here is Karis working hard to collect the names of people who will be in her Samoan Clul. We will upload a video of her first club when it begins.

Key Competencies/Vision Principles

It has been great to see Karis ‘related so well with others’ and ‘participating and contributing’ effectively in her learning. She has demonstrated ‘capability’ in Maths and has carried out her projects well through ‘collaborating’ with her peers.

Next Learning Steps

Karis is encouraged to believe in her capabilities and follow her Samoan iExplore through with the best of her abilities. By continuing to practice her basic facts in Maths and reinforcing her learning through ‘Mathletics’ and ‘e-ako’ Karis will continue to make good progress with her mathematical learning.