Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment - Pavlova

Narrative Assessment - STEAM

Narrative Assessment - Maths

Shaun, Nehaal, Shreya, Natasha and Amin's Fractions Learning Story

Learners: Shaun, Nehaal, Shreya, Natasha & Amin     Learning Coach: T.Dillner/K.McCann           Date: 16.10.15

Learning Area: iDevelop - Maths

Learning Observed and Vision Principles

In Maths, the Green group has recently been learning about fractions and how these can be represented as a shaded area of a whole or as a numerical value (decimal). Shaun, Nehaal, Shreya, Natasha and Amin were given a set of cards to make sets to represent all of the different ways to show a fractions value. They all showed that they were curious about this concept as they remained engaged with the task, giving their full attention to seeing it through to the end. All five learners had to collectively share their knowledge and collaboratively match all of the cards correctly. From this, they were able to see the connections between the different ways a fraction can be recorded.

Evidence of learning

Next Learning Steps

To build on this collaborative knowledge, take the time to complete other Capability Tasks independently which will solidify new learning. Be sure to ask questions to clarify thinking when needed. Teach this concept to another learner or support them in their learning if they are confused.

Collaboration and Maths - Learning Story -September 2015

Learner: Shaun                                                                  Learning Coach: D Wilkes

Learning Area: Collaboration & Maths                           Date: Term 3

Learning Observed

This term our overarching theme has been collaboration and Shaun has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability.  To kick the term off Shaun was on a team of learners who had to collaborate to complete various challenges.  Shaun demonstrated excellent listening and turn taking.  He is very calm and a real team player.  Recently, during a maths investigation where Shaun had to determine if he was a square, as Leonardo hypothesized many years ago, he worked collaboratively with Aaron.  They had to identify different strategies for checking their guess and make estimates of their height and arm span using correct units. They then had to measure their arm span and height to determine if they were a square.

Evidence of learning

Shaun’s collaboration in action in Term 3.

Key Competencies/Vision Principles

Shaun has shown a real tendency to collaborate with his classmates and listens actively.  He relates well with others and participates and contributes frequently.  His is growing his measuring capabilities using the correct units.  His curiosity feeds his investigation and need to collaborate.  He is adept at making connections to his prior learning as well.

Next Learning Steps

although a good listener Shaun needs to develop his confidence at speaking up to share his awesome ideas check on measuring tools that they are using the correct side eg. cm not inches and recognise when a measurement looks incorrect do his e-ako pathway at home continue to practice his measurement maths with Mathletics finish an investigation by writing the analysis and conclusion

Shaun's Mathematics Narrative Assessment

Learner:  Shaun  (cm)                                                 Date: June 2015

Learning Area: Maths - Measurement                            Learning Coach: John Dyer

Learning Observed

Shaun was recently working as part of a big group on a measurement task. He first applied his previous measurement learning experiences to this task and approximated sensibly. Shaun then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Shaun was able to use his 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 Harry being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Shaun collaborating with Nehaal on a measurement problem, while they sneak a little peek at next door’s device!

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.