Learner: Ash Learning Coach: Megan Croll - LH2 Date: 18 November 2016
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Learning Area: Zoo Trip iExperience
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Learning Observed & Key Competencies/Vision Principles
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Today Ash joined LH2 and LH4 learners to travel by bus to the Auckland Zoo. This trip was organised as part of our learning about animals - how we can help them and how they can help us.
The learners were greeted by some zookeepers when we arrived at the zoo. We had morning tea and then, with a zoo map in hand, began our journey around the zoo. The map was used frequently to help guide us around the zoo and many learners used their map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text).
After visiting the tortoises and reptiles, we met up with John from Auckland Zoo. John took us into the Discovery and Learning Centre where Ash found out what the zoo does to look after the three Sumatran tigers that they have. John had a large black plastic container and Ash learned that the tiger would be able to smell her scent if she touched it (Connected).
John then took us to the Vet Centre Viewing Gallery. Ash learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains. Here we learned how humans can make life very difficult for some animals. Our plastic bags can be very dangerous to sea animals if they are swallowed.
After lunch, it was time for more exploring (Curious). Ash enjoyed walking through the Meerkat tunnels, watching the playful orangutang and observing how gracefully the giraffes walk. Our day at the zoo went very quickly. There wasn’t even enough time to play on the playground! I’m sure that Ash would love to come back again with her family to share her learning with them.
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Next Learning Steps
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Ash has learned about what Auckland Zoo do to look after the many animals that they have. Some are even endangered. Her next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.
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Learners: Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy
Learning Coach: Megan Croll Date: 31 October 2016
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Learning Area: iExperience
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Learning Observed
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In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity. They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm.
First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term. In teams of 3-4, the learners were given card, straws and tape. Then together, they had to work collaboratively to construct their cage. They tested their cages out to see whether they had built them strong enough to support an object on top (curious). Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.
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Evidence of learning
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Next Learning Steps
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Learner: Ash Learning Coach: Megan Croll - LH2 Date: 22 September 2016
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Learning Area: Writing
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Learning Observed
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Language features, e.g. similes, are used to give our writing impact. A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’. Ash has been learning how to use a simile in her writing. The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow.
Ash participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows. After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.
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Evidence of learning
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Key Competencies/Vision Principles
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Ash is demonstrating that she is:
Collaborative - sharing her ideas with her hapu group during a brainstorm session about rainbow colours.
Capable - identifying the most suitable object to compare with each rainbow colour in her similes.
Using Language, Symbols and Text - Taking care to copy the information from her draft when publishing her work. The size and shape of all letters are formed correctly.
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Next Learning Steps
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Learner: Ash Learning Coach: Megan Croll - LH2 Date: 18 July 2016
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Learning Area: Maths
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Learning Observed
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Today we were investigating what it means to classify objects. This is part of the geometry strand in maths, level 1. The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.
Ash worked with her group to first group the objects by colour, then to separate the dinosaurs from the other shapes. They then classified them another way by putting all the animals into a circle. In their next rotation, Ash supported others in her group to classify some wooden shapes. They put them into two groups - one group of shapes that were rounded and another group of shapes that had sharp edges or points.
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Evidence of learning
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Key Competencies/Vision Principles
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Ash worked in a collaborative way by thinking and acting with her team. She was able to share her ideas with the other Learners in her team and listened to their ideas.
Ash demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Ash was able to manage herself by remaining on task and moving to the next rotation when instructed.
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Next Learning Steps
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Learner: Ash Learning Coach: Megan Croll - LH2 Date: 1 July 2016
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Learning Area: Maths
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Learning Observed
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Today I checked on all the Learners in LH2 to see how they have been doing through learning with Mathletics over the course of Term 2. I was pleased to see that Ash has achieved some amazing results with all the Level 1 areas in maths which include place value, addition, subtraction, multiplication, division, measurement, fractions, geometry and statistics.
Ash appears to have a good understanding of all learning material in Level 1, both with the activities and in ‘Live’ Mathletics.
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Evidence of learning
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Key Competencies/Vision Principles
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Ash has demonstrated that she is Capable of use the Mathletics programme to support her learning and understanding in all areas of maths. She is working on her Thinking skills to answer a range of questions, both with and without a time limit. Ash has been Using Language, Symbols and Text appropriately through the use of numbers (both written and symbols), charts and graphs.
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Next Learning Steps
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Learner: Ash Learning Coach: Stephanie Hooker Date: 31 May 2016
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Learning Area: Literacy - Reading
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Learning Observed
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Today during Read to Self Ash chose to read her poem book. This is an excellent resource that will help to increase her reading confidence and capability.
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Evidence of learning
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“I like reading poems” I wonder if Ash reads poems at home too?
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Key Competencies/Vision Principles
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Ash is showing her Capabilities in Reading. She is managing self when selecting her reading material and working independently.
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Next Learning Steps
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