Aaron's My Kitchen Rules iExperience Narrative Assessment

Learner: Aaron                                                           Date: 1/9/15

Learning Area: iExperience - Science & Food Technology      Learning Coach: John Dyer

Learning Observed

A recent iExplore combined learning around the properties of baking soda and how we can apply this to a baking context. Aaron made observations of the reaction that occurs between baking soda which is a base and vinegar which is an acid. He made predictions about what would happen and enjoyed seeing the chemical reaction occur as vinegary goodness shot into the air! Aaron then teamed up with Eric in a My Kitchen Rules Extravaganza, with teams pitting their wits against each other to produce the world’s greatest ‘Cake in a Cup’ Aaron was able to follow instructions and use creativity to make and decorate his masterpiece. The end result was scientific understanding, real life application and a final dose of Yum! I can confirm that there was nothing left in the bowl at the end.

Evidence of Learning Voila! Chocolate cake a la Aaron and Eric. Well done boys. You collaborated well and demonstrated that you are capable Masterchefs.

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

Aaron is now encouraged to apply his learning of chemical reactions to find out other combinations that have interesting results. Through using iExplore, he has opportunity to take things to a deeper level of understanding and inquiry. Or he could apply for the next round of MKR and take the world by storm!

Collaboration and Maths - Learning Story -September 2015

Learner: Aaron                                                                  Learning Coach: D Wilkes

Learning Area: Collaboration & Maths                           Date: Term 3

Learning Observed

This term our overarching theme has been collaboration and Aaron 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 he had to determine if he was a square, as Leonardo hypothesised many years ago, he worked collaboratively with Shaun.  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

Aaron & Shaun’s collaboration in maths.

Key Competencies/Vision Principles

Aaron 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 Aaron 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 persevere and try a new strategy when he gets frustrated

Aaron and Selestine's Top Trumps Learning Story

Learner: Aaron & Selestine    Learning Coach: T.Dillner           Date: 6.8.15

Learning Area: Science - Top Trumps

Learning Observed

One of our main areas of learning this term has been about animals and their habitats. Recently, Ms Wilkes has introduced some of our Year 3 and 4 learners to the game ‘Top Trumps’. Before school, I was passing by where Aaron and Selestine were playing together. They were very engrossed in their game and I hadn’t been fully enlightened on the rules, so I decided to sit in. They were having an excellent game using the Auckland Zoo set of Top Trumps cards. This was good to see, as it linked their experience at the Zoo with an ongoing development of knowledge. After they finished their round, Aaron and Selestine asked me if I would like to join in. I accepted this challenge, which two other learners notices and asked if they could also be involved. We all played a round together where I was taught the rules by Aaron and Selestine as we went. I had great fun with the learners and as they were good teachers, I was able to understand quickly and thoroughly. Because of this, I was able to win the round!

Evidence of learning

Key Competencies/Vision Principles

Aaron and Selestine used all four of the Ormiston Primary School Vision Principles. This was an excellent example of how to collaborate and involve others. I was really impressed at how willingly Selestine and Aaron included me and the other learners (Relating to Others). They had positive attitudes, even in the face of loss (Managing Self). Selestine and Aaron were capable of describing the rules to others, as well as decoding the information presented on their own cards. Linking closely to this was their ability to make connections between their card and the information the other players put forward (Using Language, Symbols and Texts). When other people were involved in the game, their curiosity increased. The new players meant that new cards were being introduced and they really wanted to know about each of the animals. Selestine and Aaron would lean closer to the cards on the table to see what the animal was and facts about it (Participating and Contributing).

Next Learning Steps

Use the information on the Top Trumps cards to inform iExplore, iDevelop or iExperience. Begin a Tom Trumps challenge board to find an ultimate LH1 winner. Continue to teach the game to other learners in LH1.

Aaron, Harry and Karis' 3D Shapes Learning Story

Learner: Aaron, Harry & Karis    Learning Coach: T.Dillner            Date: 5.8.15

Learning Area: Mathematics - 3D Shapes

Learning Observed

Aaron, Harry and Karis all opted into a Curiosity Workshop (Teaching Session) about the features of 3D shapes. The workshop looked at the three main aspects of 3D shapes - edges, faces and vertices. Aaron, Harry and Karis had to select a shape at random from the box, and within their group, had to discuss how many edges, faces and vertices each of their shapes had. We compared the different shapes as a large group after everyone had had the chance to discuss with their buddies. The three of them were able to share their learning confidently with everyone. Afterwards, the learners had to complete this online task to collaboratively launch the rocket. This was only possible if they applied all of their 3D shape knowledge.

Evidence of learning

Aaron, Karis and Harry describe the faces, edges and vertices of their shapes.

Key Competencies/Vision Principles

Harry, Karis and Aaron shared their ideas to their group, displaying their capability of using the correct terminology of faces, edges and vertices to describe shapes (Using Language, Symbols and Texts). As well as this, they were able to apply this knowledge to the Follow Up task to successfully apply this knowledge by collaboratively solving problems and puzzles, and organising, ordering and categorising various three dimensional shapes (Thinking).

Next Learning Steps

Teach another learner this information. Look at more complex shapes like hexagonal prisms, spheres, cones or pentagonal spheres.

Zoo Learning Story - July 2015

Learner: Amin, Aaron and Aryan Learning Coach: DWilkes                              Date: July 30, 2015

Learning Area: Science

Learning Observed

Our trip to the zoo was a learning adventure for Aryan, Amin and Aaron.  The boys were split into small groups while we toured the zoo visiting animals from around the world and observing their behaviour and habitats- they were all with me.  The boys loved seeing the red pandas, seals, primates and especially the baboons.  While the observed the different enclosures they were prompted to ‘notice’ the animal habitats and discuss and describe the zoo habitat each animal lived in.  They all asked lots of questions and were eager to move from area to area.   Aaron was a volunteer during the flamingo encounter and helped to demonstrate some of their adaptations.  Amin and Aryan made sure that Peanut the Pukeko was informed at every stop!  They all thought is was very amusing that one of the elephants had the same name as their classmate “Anjli”.  The boys were attentive, collaborative and curious.and enjoyed the opportunity to talk about what they already knew about animals and what they need to survive.

Evidence of learning

Key Competencies/Vision Principles

During the animal encounters with the zoo keepers the boys demonstrated their curiosity when they got to touch the cheetah pelt and skull.  They wanted to know how the zoo keepers got them. All of the boys were managing self during the zoo visit by staying with their groups, buddies and listening to instructions. The three boys were very helpful being good buddies to other learners and demonstrating their manners by holding the aviary doors open for others.  They were collaborative and participated and contributed in all 3 animal encounters: flamingos, cheetahs and elephants.  Amin and Aaron enjoyed watching Aryan connect to his learning from school when he learned about how crocodiles were different from alligators.

Next Learning Steps

Visit the Auckland zoo website to learn more about the animals and their habitats. -share and contribute ideas and questions with the wider group -use zoo learning and wonderings in their Habitat Design learning adventure when we go back to school -make connections to their observations of the animals habitats at the zoo to their natural habitats