Fireworks recount

iExperience-MOTAT simple machines

iExperience machines

STEAM iExplore @OSC

Puzzle Art for Writing Goals

Sami's Learning Choices

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Flag Making

Learner:   Sami  Y     Learning Coach: Margaret Patrick           Date: May 2016

Learning Area:  iExplore - Flag making                            Narrative Learning story

Learning Observed

During iExplore, Sami became curious about the world map on the wall and the flags for the various countries. Sami loves drawing and since he has very little English his drawings are an effective way for him to express himself. He wanted to draw the New Zealand flag so he needed to connect with new information researching its pattern. He wanted to paint it. When conferencing with him I enquired about his country’s flag as Sami comes from Jordan. He decided to make a drawing of it on A3 paper to go with his NZ flag.  He also drew and painted a couple more. He collaborated with me making  a display of his large flags and after discussion he decided to make some labels for them. This meant he had to look up the spelling of the country's’ names so was needing to access language symbols and text. Sami was still interested in drawing more flags so he downsized his paper. He wanted to make labels too. After some discussion about making it into an activity for other learners to use to increase their knowledge about the flags he cut off the names and made it into a matching game. He used a snap lock bag to put the pieces in it and labelled the bag and pinned it with his wall display. He felt very pleased with himself and new capability, as this was the first activity he had agency over and which he was engaged enough with to persist to follow through till it had an end point. Previously his interest had flitted involving mostly drawing and folding things from paper. Sami said” I feel good”. His smile tells it all!

Evidence of learning

Next Learning Steps

Build up his vocab capitalising on him labelling his drawings because the contexts are familiar and meaningful to him. This process can be instrumental in him drawing then writing. Use this flag and game making process to help him make links  to the 4 vision principle words using NZSL signs for them too.

Swimming Confidence

Learner:  Sami  Y      Learning Coach: Margaret Patrick       Date: June, 2016

Learning Area:  Swimming                                                   Narrative Learning story

Learning Observed

Sami has been attending swimming lessons at the Otara Community pool over the last 8 weeks. This was Sami’s first experience of swimming in a pool and was very reluctant to enter the pool and needed to hold onto the side of the pool. Over the 8 weeks he connected with his tutor Katherine who worked  on developing a trusting relationship and Sami slowly collaborated and cooperated with her requests.  Sami needed a lot of reassurance along every step. He started by being able to independently enter the pool and stand along the side. He took tiny steps starting with putting his chin and mouth under the water then he added blowing bubbles. When he was capable of doing this the next goal  was to put his face under and blow bubbles while standing. He progressed to finally floating face down holding Katherine’s shoulders and blowing bubbles. At the same time Sami was learning to float on his back. He started with a noodle threaded around his back and holding onto it with his hands and Katherine holding him. During the Water Safety week he enjoyed the sensation of floating using a life jacket and felt really cool shouting “This is easy!” At his last class Sami was able to float on his back without holding on to his tutor. Sami used his self managing skills as he always remembered his swimming gear and didn’t miss a single lesson.

Evidence of learning

Next Learning Steps

Introduce face down blowing bubbles with a kick board Kicking while floating face down and blowing bubbles using a kickboard Floating completely on his own Family taking him to the local pools so he can keep up skills and enjoy the water.

Reading and Writing

Learner: Delcy, Sami, Momo and Angkor  Learning Coach: Mr Hattie Date: 7 April 2016

Learning Area: Learning Habitat 1 - iExperience ANZAC

Learning Observed

We have been working on an ANZAC Challenge. The learners are working their way through a series of activities that relate to different areas of ANZAC Day. This is a fun way of learning a lot of information about ANZAC Day. Delcy, Sami, Momo and Angkor are working Collaboratively in a group. They were working on Tote box that the soldiers would have used or had in the War. They had to watch a youtube tutorial on how make it using Origami. First the group started with one person trying to figure it out with the others helping. Once they made one Delcy, the one who was trying to figure it out, taught the others how to do theirs. This was a perfect example of using Capabilities and Collaboration to achieve a task. I was really impressed to see how well they were working together.

Evidence of learning

Next Learning Steps

Delcy, Sami, Momo and Angkor’s next learning steps are: To write information on the boxes about ANZAC Day. To teach another group how to make the box.

Sami, Amin, Louisa, Momo & Ricky- iExperience Connected Challenge Learning Story

Learners:  Sami, Amin, Louisa, Momo & Ricky Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Sami, Amin, Louisa, Momo and Ricky worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and discuss their options.  Amin and Louisa showed some real leadership in this task- especially considering that there are so many new relationships forming in LH1.  Amin and Ricky got straight into their tasks showing their capabilities and Momo showed curiosity while asking questions.  Some of the tasks they worked on included- the Connected challenge- coming up with A-Z words around being connected, the Connected challenge- writing an acrostic for the word connected and the Curious task of developing a slide show on famous atheletes.  There was some great role modeling, strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family

Hamish, Sami & Dhillon - iExplore Learning Story

Learners:  Hamish, Sami & Dhillon Learning Coach: D. Wilkes          Date: 5.2.16

Learning Area: iExplore - Social Science

Learning Observed

In the first week of school Hamish, Dhillon and Sami opted into an iExplore around ‘respect’ ultimately creating a product using a digital media.  One of the key purposes of this was to become more familiar with our OrmPS Learning Model. The girls embarked on some important foundational learning around respect and made connections to the Treaty of Waitangi as well.  Hamish and Dhillon are beginning to understand that people have social, cultural, and economic roles, rights, and responsibilities and that cultural practices reflect and express people’s customs, traditions, and values.  Sami enjoyed working with a range of other learners and is beginning to understand how people make significant contributions to New Zealand’s society and that we all have rights and responsibilities.  Working with other learners, the boys began the learning adventure by unpacking the word ‘respect’  being curious around what  it means to them? why is it important? using the mini-whiteboards.  They had an opportunity to see the Treaty of Waitangi and to make the connection that it was an agreement grounded in respect.  They had some fun ideating ‘what would you have on your treaty should aliens comes to live on planet Earth?’ After that, Hamish, Sami & Dhillon really enjoyed thinking about how we ‘Respect self’  ‘Respect Others’ and ‘Respect Environment’ at OrmPS and came up with some fantastic contributions- particularly around respecting the environment.  They then collaborated to create a media product which they could present to the wider group and they selected Tellagami (see image below).  I was so pleased with how Hamish and Dhillon worked as capable role models for Sami.  Hamish is demonstrating some strong leadership capabilities - ka pai!

Evidence of learning

RESPECT iExplore- co-constructed presentation & Tellagami video of boys

Next Learning Steps

Start an iExplore learning journey carefully using the OrmPS learning model Explain their learning to family Continue to work collaboratively with learners who are not in their immediate social circle Use the vocabulary and NZSL signs that learn in other learning areas Grow their capabilities with other digital tools through practice eg. Pic Collage, Sock Puppets, Puppet Pals, iMovie etc.

Christian, Nima, Micah & Sami- iExperience Connected ART Learning Story

Learners: Christian, Nima, Nehal, Micah & Sami     Learning Coach: D Wilkes     Date: 4.2.16

Learning Area: iExperience - Art  Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a collaborative Art project where the NZC Achievment Objective was to ‘Describe the ideas their own and others’ objects and images communicate.’  The lasting understanding from this iExperience was that we can be connected in a variety of ways and display these connections as symbols, pictures and words.  It was a great initial activity for the learners to connect with each other while creating a collaborative product.  Christian, Nima, Nehal, Micah and Sami helped to brainstorm ideas (using this Brainstorm Pres) of what it ‘looks like’ to be connected.  They then used the brainstorm ideas to create their own pictures/symbols/icons and even words to fill up the letters that make the word ‘CONNECTED’ using lots of colours.  It was great to see Nima and Nehal support Sami in deciding what to draw and to hear Christian and Micah describe their ‘playing’ pictures as an example of how we can connect with others.  Sami can use the word ‘Connected’ and now understands that it means more than one thing and Nima, Micah and Christian can describe multiple examples of making connections (and they can sign ‘connected’ in NZSL- ka pai!), in and out of the school.  Nehal participated and contributed more and more as the session went on. All of the boys worked independently on their own pictures and designs but towards a team result and the ongoing discussion was very co-constructive.  Each of the boys also worked on some of the other letters- filling them with their visual ideas of what connected is. The letter ‘C’ can be seen displayed in LH1.

Evidence of learning

Next Learning Steps

Draw lightly with pencil first before using markers or coloured pencil Examine what others are doing so I can contribute a new idea Ask my peers more questions about why they are drawing what they are drawing Practice using the NZSL sign for Connected