Ved, Imran and Arnav's Kayaking Experience

Learners: Arnav, Ved & Imran    Learning Coach: T.Dillner           Date: 3.12.15

Learning Area: Education Outside the Classroom (EOTC) - Kayaking/Paddleboarding

Learning Observed

Arnav, Ved and Imran chose to participate in Selestine’s iExplore trip to go Paddle Boarding. The three boys were very keen to get out on the water and curious about what exactly paddle boarding entailed. Initially, they thought they would be spending their 60mins on the stand up paddle boards. However, due to the wind on the day, they were able to split their time between the paddle boards and kayaks. The worked collaboratively to navigate the kayak, which was quite a challenge at first. The wind and current were carrying them away from the safe paddling area, so they had to figure out the best way to paddle their kayak together. They learnt that if they did not work together, then they could not get to where they needed to be! Arnav, Ved and Imran were able to practice the new paddling techniques that the instructors showed them. These transferred to the paddle boards too. All three boys had a turn to develop their capabilities with this.

Evidence of learning

Next Learning Steps

Give Selestine feedback about the trip - What was your favourite part and why? What could have been better and why? Promote Paddle Boarding or Kayaking to other learners in the habitat. Why should they participate in this? Suggest a Paddle Boarding or Kayaking trip with friends and/or family in the summer holidays.

Rahi, Arnav and Shivran's Antarctica Learning Story

Learners: Arnav, Rahi & Shivran    Learning Coach: T.Dillner           Date: 2.11.15

Learning Area: iExperience - Antarctica

Learning Observed and Vision Principles

The learners in LH1 were given the opportunity to opt into a Virtual Field Trip to Antarctica. Arnav, Rahi and Shivran all chose to participate in this via the education providers LEARNZ. The sessions were run either once or twice daily for five consecutive school days and learners connected using audio conferences, chats, Twitter and video diaries. Arnav, Rahi and Shivran all participated in the audio conferences and showed curiosity by asking questions and adding their opinions during discussions. Most of the time they were attentive and wanted to talk about things that they noticed while watching video diaries or listening to the conferences. As a follow up to our daily conferences, the boys had to create a Kahoot quiz to demonstrate their learning and teach it to others. Shivran and Rahi worked collaboratively on sourcing the answers that Arnav was thinking up.

Evidence of learning

Next Learning Steps

Share their Kahoot quizzes with some buddies from their Hapu Groups. Listen to the final Audio Conference at their own convenience as we had a School Wide Assembly when it was held. See (or email) Mrs Dillner for the log in details.

Scratch & Makey Makey Learning Story - September 2015

Learner: Arnav, Imran, Aryan & Humaam                                   Learning Coach :DWilkes      Date:  Sept 2015- Week 8-10                                                      Learning Area: Technology

Learning Observed

For the past few weeks the learners have been engaged in an innovation station!  The learners were given the choice of 4 provocations which included: creating an Ormibot from scratch, designing an object in Tinkercad to print in the 3D printer, designing a Science experiment or designing a series of code using Scratch and Makey Makey each of which would develop their capabilities.  Arnav & Imran and Humaam & Aryan worked as pairs in a foursome in order to share a Makey makey set- such #oresome collaboration!  The boys enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the coding programme ‘Scratch’ and the extension kit ‘Makey Makey’ and make connections to their prior knowledge.  They watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme, self directing their learning from the presentation.  They used the Makey Makey and Scratch to create a game console and a simple musical instrument successfully.  For Week 9 and 10 the boys worked collaboratively to design and create an animation using Makey Makey and Scratch programme.  In order to piece together the code successfully there was a lot of trialling and prototyping which showed the tenacity and resilience of all boys.  They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve.  See their learning below.

Evidence of learning

Next Learning Steps

add more code to the animation and share it on the LH1 website and/or teach another learner how to code using Scratch complete your design plan more neatly show the game to your family at home   use Makey Makey to extend the animation further

Arnav's Speech Learning Story

Learner: Arnav     Learning Coach: T.Dillner           Date: 18.8.15

Learning Area: Literacy - Oral Language

Learning Observed

This term all learners in Learning Habitat 1 had to deliver a speech or a poem. As Arnav is Year 6, he had to compose and present a speech. He chose to do his speech on the use of devices. It is a nerve wracking thing to stand and deliver a speech to an audience of peers, but Arnav tried his best to not let this affect him. I was pleased to see Arnav show more confidence than he has when presenting in the past.

Evidence of learning

Link to Arnav’s Oral Language Assessment Rubric

Key Competencies/Vision Principles

Arnav was assessed against all four of our Ormiston Primary Vision Principles. He was able to best demonstrate being connected to the audience by mostly using a clear voice and curious by selecting a topic that was easy for the audience to be engaged with.

Next Learning Steps

Carry out more research to add content and substance to the speech. Practise in front of a mirror to work on eye contact and volume of voice. Video yourself and watch to self-assess. Seek feedback from others during planning and writing stages in order to increase collaboration.