Shenmin and Gary's Osmo Learning Story

Learner: Gary & Shenmin    Learning Coach: T.Dillner           Date: 24.11.15

Learning Area: iDevelop - Literacy (Osmo)

Learning Observed and Vision Principles

On Tuesdays the Yoyos learning group has a Literacy intensive day and one of the activities we have used is an iPad game called Osmo. It involves seeing the image and placing the letters under the sensor to spell the matching word. Gary and Shenmin both enjoyed using Osmo and were very engaged in what was involved. They were curious about how it worked and how they would be successful at using the game correctly. Both boys showed excitement at trying to beat the other, but ended up working more collaboratively then they had originally anticipated! Gary and Shenmin were able to build up their ability to recognise and use vocabulary by connecting each image to a variety of words they knew. The challenge was to find the right word!

Evidence of learning

Next Learning Steps

Teach someone else how to play Osmo. Use the Osmo tangrams to make shapes and images which will help with Geometry learning.

Habitat Design Narrative

Learner: Shenmin                                                            Date: August 2015

Learning Area: Collaborative Games                             Learning Coach: John Dyer

Learning Observed

At the start of Term 3, we embarked on a journey of collaboration. All the learners were put into groups that were mixed age, ability and gender. It was a time for learners to get to know each other and develop their ability to collaborate with each other outside of the habitat in a variety of games and activities. Shenmin participated effectively in the activities and was a good team player. One of the challenges involved guiding a blindfolded team-mate over, under, around and through a course. This required a high level of patience and strategy. Shenmin and his group experienced difficulties but worked together as a team to overcome them and were ultimately successful in the task. They learned about the importance of patience and sticking together in order to reach your goals.

Evidence of learning Here are the successful warriors working hard and playing hard. They were rewarded for their efforts and learned about themselves and about ‘Collaboration’ Here is Shenmin presenting his learning with his group.

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

The challenges that Shenmin faced provided opportunity to practice existing skills and learn new ones. A worthwhile challenge would be for Shenmin to apply his collaborative learning to other areas of the curriculum when he will work with a variety of other learners.

Shenmin's Animal Habitat - Digitise It Learning Story - August 2015

Learner: Harry & Shenmin                                                       Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Harry and Shenmin have been building their language and developing their understandings of the many ways the natural world can be represented.  They are able to recognise that living things are suited to their particular habitat and can discuss some of the adaptations of many specific animals.  They  used their curiosity and creativity to research adaptations for the Horse and Gorilla.  They recognise that all living things have certain requirements so they can stay alive and can identify some of these their animals.   Shenmin and Harry were fortunate enough to go on a field trip to the zoo where many animals captured their curiosity.  They used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  Then, they needed to create a habitat that would be suitable for their chosen animal.  They opted for the ‘Digitize It’ option knowing that they wanted to design the creature habitat in Gamefroot and demonstrate capability at using it.  They went through a rigorous design process that involved connecting with information through researching to create a fact file on the animals, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Harry’s assessment, Shenmin’s assessment. They collaborated well with each other- listening to other learners and asking questions.  Harry also helped another learner who needed help and translated for us.  When it was time to share their learning, they presented their habitat to some of the Learning Coaches and some of the learners in LH1.

Evidence of learning

Next Learning Steps

challenge themselves!  both boys selected an animal they already knew a great deal about and need to do deeper research and thinking write a reflective blog post about the learning and share with parents create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?!

Shenmin & Shivin's Maths Game Learning Story

Learners: Shivin & Shenmin    Learning Coach: T.Dillner           Date: 25.8.15

Learning Area: Mathematics - Timestables

Learning Observed

Shenmin and Shivin were using a Maths Game to work on their 2x, 3x, 4x, 5x, and 10x timestables together. They had to place their counters in the middle of the board and use the spinner to complete an equation. When they had the answer, they had to move their counter to the correct number. Shivin and Shenmin collaborated repeatedly on this game. If one was looking for the answer, the other would say “Oh! I see it!” and help by pointing to the right area of the board. The longer they played, the more capable they became at completing the calculation mentally and find their next move. Their speed also increased. I enjoyed watching them play so well together and could sense their enjoyment!

Evidence of learning

Next Learning Steps

Teach this game to another member of the Kites or Yoyos group. Play it again on a weekly basis to see if you can improve the speed and instant recall of multiplication facts.

ireflect

At Monday it was math time i was in workshop 2 and what i learnt was the box strat then i went in my book and did 3 math that are time table

Zoo

last week we went to the zoo in 8:40 PM when we went there we eat our morning tea after we finish our tea morning tea we looked at the map to find what animal to go first we choose lion,hippo. when we saw the hippo we saw him poo it was smelly

Maori

Maori Language week

last week it was Maori language week I learn some Maori language 1 for Maori word is the number 1 Tahi  2 Rua 3 Toru 4 Wha 5 Rima  6 Ono 7 Whitu  8  Waru 9  Iwa 10 learning Maori is a good thing so when i grow up i could talk Numbers in Maori