Monday, August 31, 2015
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
Friday, August 28, 2015
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
Monday, August 17, 2015
Mihi Learning Story - August 2015
Learner: Selestine Learning Coach: D Wilkes
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Learning Area: Maori Animals Date: Term 3
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Complete the mihi in your Learning Pathway on the About Me page asap.
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Sunday, August 16, 2015
Selestine and Aaron's Top Trumps Learning Story
Learner: Aaron & Selestine Learning Coach: T.Dillner Date: 6.8.15
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Learning Area: Science - Top Trumps
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Learning Observed
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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!
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Evidence of learning
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Wednesday, July 1, 2015
Selestine's Mathematics Narrative Assessment
Learner: Selestine (mm) Date: June 2015
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Learning Area: Maths Learning Coach: John Dyer
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Learning Observed
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Selestine was recently working as part of a big group on a measurement task. She first applied her previous measurement learning experiences to this task and approximated sensibly. Selestine then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room.
Selestine was able to use her place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see Selestine being both an active listener and offering ideas for how the problem could be solved.
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Evidence of learning
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Selestine gets her ‘Big Gal’ on as she works out the best way to measure the room. She use pop stick markers wisely to keep an accurate record of where she had already measured.
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Apply learning around measurement of length to other areas of measurement including weight and volume. Continue to develop basic facts knowledge. This will include quick recall of addition and subtraction facts to 20 and of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3 and 4 x tables.
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Monday, June 29, 2015
Literature Circle Learning Story - Verbs Group
Learner: Selestine (Verbs) Date: June 20
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Learning Area: Literacy Learning Coach: Diana WIlkes
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Learning Observed
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All learners require literacy skills in order to be contributors and active participants in society. We believe that learners must study, use and enjoy language and literature when communicated orally, visually or in writing. We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Selestine what book she is reading and how he knows it is a best fit on a regular basis. She learned all about the 5 finger strategy to help her choose. The Verbs group was also introduced to an online book resource called http://booktrackclassroom.com to which she has an account. In our Literature Circle each learner has a different role each week: Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. Selestine was a great Artful Artist and Word Wizard. She is developing confidence at sharing in our meetings and has been well prepared for some of our meetings. She participates and contributes in the discussions with prompting.
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Evidence of learning
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Key Competencies/Vision Principles
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Selestine is showing Connectedness by relating his work to the text we are reading. She is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion. She is also developing his Capability in reading conversation and oral language.
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Next Learning Steps
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Monday, June 1, 2015
Drama Learning Story - May 2015
Learner: Selestine, Rahi, ustin and Helen Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate. The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present. Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate. When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required. The end result was entertaining.
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Evidence of learning
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The team works towards effective use of space, facial expressions and movement.
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Key Competencies/Vision Principles
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Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria. However, they all need to work on collaboration and compromising. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.
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Next Learning Steps
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