Snow Globe Narrative Assessment

Learner: Louis                    Learning Coach: Mr Hattie           Date: 9 December 2015

Learning Area: Learning Habitat Two - iExplore

Learning Observed

This term in iExplore we have been working on using objects that we would normally become rubbish and turning them into things that we can use. Louis has been working with a glass jar to create a snow globe. He has had to plan, research, design and write instructions for the snow globe. This has been a lot of new learning and I am impressed with the outcome of the product. The amount of work that has gone into this project is huge and the understanding the importance of upcycling has been achieved.

Evidence of learning

Louis’s golf ball snow globe

Key Competencies/Vision Principles

For this iExplore the Key Competencies that have been used are “Thinking” as the learners had to think about what it is they are going to be doing with their object. “Managing Self” has been used as this was a self directed learning project. Throughout the whole process the learners had to ensure that they were on track and come up with the ideas themselves. “Connecting” was the vision principle that was being used as the learners had to connect their understanding of upcycling to a provide option to create something new out of.

Next Learning Steps

Louis’s next learning steps are: write a reflection on how the whole process next time and what he might do differently next time. Present his object in the “Trash to Flash” expo.

Handwriting Narrative Assessment

Learner: Louis                    Learning Coach: Mr Hattie             Date: 12 October 2015

Learning Area: Learning Habitat 2 - Handwriting

Learning Observed

For literacy we have been focusing on handwriting every thursday. This was because we saw many learners struggling with writing or complaining about sore hands while writing. This can affect the amount of writing they are doing which could have an impact on their achievement in writing.  We were using the Casey the Caterpillar Handwriting Shapes to help the learner remember the correct formation. This has made some improvements to the amount the learners are writing as they are writing me fluidly. Louis has been finding keeping his writing the correct size. Since we have started the handwriting the size of his writing has improved. Louis has been very excited with the amount of writing his is doing now.

Evidence of learning

Key Competencies/Vision Principles

A Key Competencies that is being shown in this lesson is “understand language, symbols and text” as the learners are learning the correct formation of the letters. The Vision Principles that are being used are “Capabilities” as the learners are improving their writing capabilities and “Connecting” as they are learning the link between handwriting and writing full sentences.

Next Learning Steps

Louis’s next learning steps are: writing all lowercase letters with correct formation. writing all capital letters with correct formation.

Louis 's Photo on Monday, 19 October 2015

Math Narrative Assessment

Learner: Louis                   Learning Coach: Mr Hattie             Date: 15 October 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Louis last term he was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now he is able to do it instantly. This shows that it is knowledge and how hard Louis has worked over the term. He was very excited when I told him that he had moved up to the next level.

Evidence of learning

Here is the results of Louis’s test.

Key Competencies/Vision Principles

Louis is developing his capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing him at first. Thinking is being used as he had to think very hard about the different symbols when practicing.

Next Learning Steps

Louis’s next learning steps are: skip count forwards and backwards to 100 in 2s, 5s, and 10s. addition and subtraction facts to 10.

Math Narrative Assessment

Learner: Louis        Learning Coach: Mr Hattie              Date: 17 September 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

In Mathematics we are learning about subtraction and addition. We have started by getting the learners understanding what it means to add or subtract by using materials while working out the answer. Since then the we are moving onto using counting on to help us. This is where you say a number in your head and count on from that number. With this lesson Louis was very quick at solving the ones that were knowledge and he was able to do this strategy. Once I saw how quickly he picked up the strategy we tried the same strategy on hard problems. This challenged him, but with a bit of practice he seemed to get the thinking of it.

Evidence of learning

Louis was solving the problem and then we wrote down the number equation.

Key Competencies/Vision Principles

Throughout this lesson the Key Competencies that Deesha was showing was “Thinking” as she tried and knew that she had to listen to the instructions again to make sure that she understands it. “Capability” was the vision principle that she was showing as Louis was developing his capabilities in math.

Next Learning Steps

Louis’s next learning steps are: adding and subtracting numbers to 5 instantly. applying the counting on strategy to higher numbers.

Narrative Assessment - iExplore - Term 3, 2015

Learner: Louis                    Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

Louis choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.

Evidence of learning

Louis is showing that he can use a mirror to reflect in a big mirror to create many reflections in the mirror.

Key Competencies/Vision Principles

Louis showed Collaboration by  working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video. Louis explored many different ways to reflect with mirrors (Thinking).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

Louis 's Photo on Wednesday, 19 August 2015

Mathematic's Narrative Assessment

Learner: Simeon, Ethan, Jeffa, Louis and Sanad                 Learning Coach: Mr Hattie                Date: 28 July 2015

Learning Area: Learning Habitat 2 - Numeracy

Learning Observed

Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Simeon was making sure that he always explained his reason why he gave that answer. Ethan and Louis were on the same page in terms of his answers but wanted to get Jeffa involved and kept asking him what he thought. Sanad was a bit shy to start with but when he started to explain his thoughts to Simeon he opened up and got really excited when he got the same answer as Simeon.

Evidence of learning

Key Competencies/Vision Principles

The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.

Next Learning Steps

The group’s next learning steps are to: identify before and after to 100.

iExperience- Myths and Legends

Learner: Louis        Learning Coach:  Luisa Maloni      Date:  26th June 2015

Learning Area: iExperience- Myths and Legends

Learning Observed

During iExperience we have been making Connections with Myths and legends from all over the world and with stories from our own families and cultures. We learned the story of ‘The Year Beast’ -a legend from China. We described the beast to the learners and they drew a picture of what they thought it looked like. Louis’ picture included the vilIagers, the mountain and the beast living underwater. When I  asked him what he remembered about the story he said that the monster lived underwater and the people hid in the mountain. He told me that the story was from China.

Evidence of learning

Key Competencies/Vision Principles

Louis shows he can make Connections with stories from his culture and cultures around the world (Relating to Others). He demonstrates Capabilities in listening and following instructions as well as retelling a story (Using Language, Symbols and Texts).

Next Learning Steps

Ask questions about a story Summarise a story including who, where and when information Describe a myth or legend that is important in his family

Louis's Video on Monday, 22 June 2015

Louis - Narrative Assessment: Math

Learner: Louis                     Learning Coach: Abby Morgan              Date: 2 June 2015

Learning Area: Math

Learning Observed

Our current math focus has been on developing learners ability to quickly solve addition problems using materials (counters) and imaging (solving it in their head). We began our math workshop by playing a new game. Each learner took a turn to roll the dice and we put the numbers into the first two hearts to create an equation. As I worked alongside Louis I noticed he was able to quickly solve most problems without using materials. I asked Louis how he was working out the equations. He told me that he was solving them in his head. After completing 6 questions as a group the learners went away and continued to solve the questions themselves. Louis had completed the last 9 questions and had successfully solved the equations.

Evidence of learning

Louis was able to correctly solve 14 of the 15 equations.

Key Competencies/Vision Principles

During our math workshop Louis was demonstrating his ability to apply the Key Competencies of thinking, managing self, and using language symbols and texts. He displayed thinking skills as he mentally solved the math equations and used the correct math language and symbols to record his thinking. Louis demonstrated his ability to manage his own learning as he remained focused during the entire math session. He was also showing the vision principle of capable.

Next Learning Steps

Extend the math equations to teen numbers Introduce Louis to new strategies (counting on) Help Louis to extend his ability to orally describe his mathematical thinking

Learner: Louis                        Learning Coach: Mr Hattie              Date: 26 May 2015

Learning Area: Learning Habitat Two - Reading

Learning Observed

Our lesson today was to focus on word  endings. We were looking at this because Louis has been finding it hard to say the end sound (suffix). The endings we were looking at was ‘er’, ‘ing’ and ‘ed’. Louis today was able to identify the suffix of specific words. We started with saying the sounds and being able to find them in his book. When he read for me he started to forget to say the suffix but after a few tries of the same page he got them. Once we moved onto different pages he was remembering to say the whole word.

Evidence of learning

To see Louis reading and identifying the specific suffixes click the link below CLICK HERE

Key Competencies/Vision Principles

During this lesson Louis was showing the Key Competency “Thinking”. Louis had to think about the sounds that he was trying to identify and say them. While he was reading and thinking about his decoding he was still able to identify his suffixes.

Next Learning Steps

Louis’s next learning steps are: Identifying ‘igh' sound in words adding all sounds together when decoding. looking at the picture and the rest of the sentence when coming to an unknown word. ’

Learner: Louis         Learning Coach: Abby Morgan                               Date: 24/02/15

Learning Area: Math

Learning Observed

I noticed Louis was looking for a particular learning activity during our iDevelop Math time. Louis approached me to ask for the tens frame paddles, I know this is an activity that he really enjoys. Louis and I sat down to test each others instant number recognition using the paddles. During our game Louis asked ‘how many?’ (showing me a completed tens frame) I correctly replied ‘10’. This sparked a discussion about how many were on each side (two sided paddle with 2x tens frame on one side and 1x tens frame on the reverse). Louis began by counting ‘20 on here and 10 on this side’. To which I asked him ‘how many altogether?’. Louis counted on from 20 to 30. To further his learning I got the hundreds board and we skip counted in 10’s. Initially discussing that each time we were adding ten. I started with support by counting with Louis as we flipped over the corresponding +10. Louis counted independently from 30 to 100. Following his interest I asked ‘What if we counted in 5’s? What number would be next after 5?’ Louis one to one counted 6, 7, 8, 9 , 10! I asked ‘what number will come after 10 if … ‘ Louis predicted the rest of my question and responded with ‘15’. Together we counted in fives up to 30.

Evidence of learning

Key Competencies/Vision Principles

Louis was curious about extending his number knowledge and enjoyed applying his existing knowledge to new learning. Louis views himself as a capable learner who is egar to extend his existing knowledge (Managing Self). He was creating new knowledge and asking questions to help create this knowledge (Thinking).

Next Learning Steps

Review skip counting in 5’s using a range of materials. Introduce skip counting in 2’s etc.