Richard's Music Learning Story

Learner: Kavish, Aniq and Richard    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, Kavish, Aniq and Richard 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.

Richard's Maths Learning Story

Learners: Aniq & Richard     Learning Coach: T.Dillner          Date: 21.5.15

Learning Area: Mathematics

Learning Observed

During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Aniq and Richard could subtract together. In pairs, all of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Richard and Aniq were subtracting 9 each time. When they were finished, they could check if they were correct by looking on the back to see if their strings matched the answer pattern. When they were not right, they had to undo the string and fix their answers.

Evidence of learning

Key Competencies/Vision Principles

Richard and Aniq worked collaboratively to subtract nine from a variety of numbers under 30. They used their curiosity to drive their learning - they wanted to use this new learning tool and find out if they were correct or not. They were capable of successfully completing this task once each. They worked well together by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). They also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).

Next Learning Steps

Progressively move onto more complex subtraction equations that are two-digit minus two-digit e.g. 21-12 = During Numeracy time, work together to complete all of the orange subtraction cards.

Richard's Drama Learning Story - May 2015

Learner:  Richard                                                                           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.  Richard worked in a group with Justin, Sadeen and Lim Hor to use dramatic techniques to explore drama elements and conventions and participated willingly.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture he contributed and took leadership from others. Their group selected the British culture.

Evidence of learning

Richard makes effective use of space and body movement.  See video here.

Key Competencies/Vision Principles

Richard 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 effectively. He is able to make Connections between what he knows about a culture and how to express that with movement, no sound and imaginary props.

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

Richard and Harry's Literacy Learning Story

Learner: Richard & Harry L    Learning Coach: Tracey Dillner           Date: 25.3.15

Learning Area: Literacy

Learning Observed

Richard and Harry were working together on their independent literacy tasks. Richard had chosen to do a vocabulary game that required him to pick a word and draw a picture to represent it. He picked the word 'watermelon' and drew a picture for Harry to look at and guess his word. It was then Harry's turn to do one for Richard. He cleverly chose the word 'nothing' and left the picture area blank. This puzzled Richard for a while, but after Harry assured him it was correct, he was able to figure out what the word was. Richard needed a couple of attempts to spell 'nothing', but figured it out with Harry's help.

Evidence of learning

Key Competencies/Vision Principles

The two boys worked well and clearly enjoyed collaborating together (Relating to Others). They played a number of rounds and thought cleverly about how they could challenge each other with their choice of words and pictures (Thinking and Using Language, Symbols and Texts).

Next Learning Steps

Add words that were difficult to spell to Personal Dictionary. Challenge different learners next session.

Richard's Writing Learning Story

Learner: Richard   Learning Coach:  Tracey Dillner          Date: 10.3.15

Learning Area: Literacy - Writing

Learning Observed

We have been learning about how to add detail to our writing by using the 5W’s (who, what, when, where, why) and the 1H (how) in a mind map. To begin with, Richard needed a little bit of guidance, but after we had discussed establishing ‘what’ our story would be about, he was extremely keen to get on with it. As a group we worked on the ‘what’ and the ‘who’. Richard was then able to independently add the remaining details himself, as well as make contributions to the group to support other learners. He was excited to leave the group as soon as he could to begin writing the story. It involved Ben 10 and I wonder if this was the feature of his story that made it so exciting for him? He was able to independently use his planning to formulate a story.

Evidence of learning

Richard’s writing sample. He has also identified words that he is not sure how to spell by underlining them.

Key Competencies/Vision Principles

Richard showed that he was capable at directing his own learning once he had connected with a good idea - Ben 10. He was able to transfer most of the detail in his plan to the story and completed the learning to intention (Managing Self). I was very impressed with the enthusiasm Richard had during this lesson. By including all of the necessary information, Richard demonstrated that he is beginning to understand what good texts need to contain (Using Language, Symbols and Text). Richard also did well at collaborating with other learners by giving them ideas to use or think about (Participating and Contributing).

Next Learning Steps

Re-read to check that sentences make sense Add appropriate suffixes to words e.g. change walk to walked Take the time to find out how to spell the underlined words When writing, aim to keep the 5Ws and 1H in mind.