Narrative Assessment

Narrative Assessment

Narrative Assessment - Postcard Writing

Narrative Assessment

Narrative Assessment - Pavlova

Narrative Assessment - STEAM

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 Speech Learning Story

Learner: Shaun                                                                           Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all learners in LH1 wrote a speech on a topic of their choosing.  Oral language is an important skill and Shaun began to learn some language features to enhance both the speaking and writing of his oral presentation on Rio Madrid.  Shaun learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three ; and varied sentence structures like statements, questions, exclamations and commands.  Shaun learned about the structure of a speech including introductions, endings, sequencing words and and how to make her point clear. He also explored how to creatively add additional details to make the argument stronger.  This was based around the ‘hamburger method’ of speech writing. Shaun presented his passion confidently and used a tremendous amount of facts and statistics showing a high level of research.

Evidence of learning

Oral Language Rubric Here Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Shaun cultivated the curiosity of others with her speech on RIO MADRID- he made everyone wonder what was so special about this ‘Rio Madrid’!  He connected with his audience using emotive language and confident delivery - in his hapu group. He collaborated with other learners while practicing his speech and responded to feedback. Shaun also quietly lead the discussion, writing and providing of feedback and feed forward to the other learners when they did their speech or poem.  His public speaking capability has grown as a result of this experience. Shaun should feel proud for facing the crowd- ka Pai!

Next Learning Steps

write a reflective blog post embed the oral rubric into your learning pathway practice reading aloud daily write what you think your next steps are in the comment section

Shaun's iExperience Learning Story

Learner: Shaun   Learning Coach: T.Dillner           Date: 22.5.15

Learning Area: iExperience - Social Science

Learning Observed

We have recently been learning about Maori culture. This iExperience session was around how the Maori people lived in a Pa before the Europeans arrived. Using the teaching, diagrams and photos, the learners had to sketch their own interpretation of a Maori Pa. It had to be labelled, showing fences and buildings. Shaun drew an accurate representation of a Maori Pa by drawing it on a hilltop and beside the sea for defense and safety. He had spiral fences that were staggered up the hilltop for warriors to fight against intruders. Shaun was still working on adding buildings.

Evidence of learning

Key Competencies/Vision Principles

Shaun was showing capability by including all the necessary features of a Pa. He transferred the learning from the teaching session to his own knowledge and this was represented in his drawing (Thinking). Shaun worked well on his own (Managing Self) and connected with how living conditions have changed over time.

Next Learning Steps

Use colour to add definition and detail to the drawing. Take her learning one step further and construct a model during iExplore.

Shaun's Narrative Assessment- Project Geos- 23.03.15

Learner: Shaun                   Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Shaun selected ‘Project Geos’ for his iExperience activity this week.  Today he learned all about different geographic features in order to create a map for a country of his own invention.  Shaun asked what the difference was between a ‘gulf’ and a ‘bay’ and also sought clarification on what a peninsula was.  He had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘Sports’.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, Shaun will need to plan his design carefully.

Evidence of learning

Shaun’s google doc can be found here.

Key Competencies/Vision Principles

Shaun managed himself well today and related well with others.  He will benefit from asking for clarification earlier on and he does well with scaffolded support.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification and I encourage him to do this more often.  Shaun is developing his capability in map making and exploring his creativity.  I wonder if Shaun will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Draft the map of his country Design a flag for his country Create a population map for his country