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.