The talent show

 On Friday there OPS made history and that was that we had the 1 st OPS talent show 🎤 9 people were juge d to there doom I and 1 other learner performed it was so much fun 😃 now I will tell you who came 3 2  1 well Aryan and Henry came 3 rd Neha came 2 nd and drum roll please it was a girl  called girl named grasy so that's the story 

The voice Australia

The voice Australia 

The 5 judges have to choose who will go through the of the voice finalists 16 contestants will get put to the test. Who will go to the finals and who will go home find out on the voice and a link http://www.news.com.au/entertainment/tv/will-the-voice-winner-be-a-hit-or-a-miss/story-fn8yvfst-1227502952818        type this in 

Mihi Learning Story - August 2015

Learner: Selestine                                                                 Learning Coach: D Wilkes

Learning Area: Maori Animals                          Date: Term 3

Learning Observed

This term our overarching theme has been collaboration and Selestine has had plenty of opportunities to show how collaborative she is and to grow her collaboration capability.  To kick the term off Selestine was on a team of learners who had to collaborate to complete various challenges.  During Maori Language week the learners rotated through different experiences to extend their knowledge of Maori words and phrases.  Selestine was able to practice her vocabulary of animals in Maori using an online game.  She also revisited her digital mihi in her Learning Pathway.  She had to learn the words and phrases and apply them her own mihi. Selestine would approach the Learning Coach to ask questions and clarify her ideas and had fun playing the animal game.

Evidence of learning

Key Competencies/Vision Principles

Selestine was enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with others. She asked for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the animal activity I observed some good questioning and problem solving strategies eg. some animals sound the same in English and Maori. As her mihi is not complete she will need to persevere to get it done to show a strong desire to develop their capability in this area. She is able to make connections between what is in her English introduction and what should be in her digital mihi in Maori- drawing on new learning and prior knowledge.

Next Learning Steps

Complete the mihi in your Learning Pathway on the About Me page asap. Practice Maori Animals with these Games: http://www.digitaldialects.com/Maori.htm

Selestine and Aaron'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.