Literature Circle Learning Story- Verbs Group

Learner:   Kimba-Jo, Christian and LimHor (Verbs)                            Date: June 2015

Learning Area: Literacy                                         Learning Coach:Diana Wilkes

Learning Observed

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 them what book they are reading and how they knows it is a best fit on a regular basis.  Kimba-Jo, Christian and Lim Hor  are new to the Habitat and have been learning how our ‘book club’ works.  The Verbs group was introduced to an online book resource called http://booktrackclassroom.com which they can access anytime online. 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.  They are developing confidence at sharing in our meetings and contribute in the discussions with prompting.

Evidence of learning

Collaborative Literature Circle Document - Verbs   Snippet of Meeting

Key Competencies/Vision Principles

Kimba-Jo, Christian and Lim Hor are showing Connectedness by relating their work to the text we are reading. They are relating to others well by remaining respectful while others speak and they are Collaborative when they are participating in the discussion.  They are also developing his Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Visit booktrackclassroom.com often to read new books Prepare for the Literature Circle meetings in the collaborative google doc and act on the feedback immediately Ask for help when unsure and manage time wisely

Christian's Music Learning Story

Learners:  Kim, Sadeen, Shreya and Christian    Learning Coach: T. Dillner                                              Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Kim, Sadeen, Shreya and Christian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.

Christian's Maths Learning Story

Learners: Christian & Taanvi    Learning Coach: T.Dillner          Date: 26.6.15

Learning Area: Mathematics - Probability

Learning Observed

Recently in Mrs Dillner’s Maths group, we have been learning about Probability and Chance. We were talking about the probability of random events like flipping a coin or rolling a dice. Before the learners chose which activity they would like to do, they had to understand tally charts and how to use them. Each learner had to have a tally chart created to show how they would record their data. Taanvi and Christian chose to flip a coin. They had to flip it 50 times and record how many times the coin landed on heads or tails. We had previously discussed how as there are only two possibilities, the chances were 50:50. Christian and Taanvi settled into the task well and came up with methods to share the roles of flipping and recording the data. They communicated well to each other throughout. After 50 flips, they had the outcome of 25 heads to 25 tails, proving the 50:50 likelihood correct. To follow up, they tried flipping the coin 50 times to see if they could get a different outcome.

Evidence of learning

Key Competencies/Vision Principles

Christian and Taanvi showed that they knew how to best collaborate on this task. Sometimes sharing and compromise is necessary when working in a team, and they worked this out quickly (Relating to Others and Managing Self). Another example of good collaboration was when the girls asked me for help and I directed them to two other learners who had previously solved the issue Taanvi and Christian were facing. The four of them discussed what the next step was (flipping the coin another 50 times) and Taanvi and Christian carried this out. They were both very curious to see if they would prove the 50:50 probability of flipping a coin or not, and the closer they became to achieving it, the more excited they became.

Next Learning Steps

Carry out a Probability investigation with less than a 50:50 chance e.g. rolling a dice 60 times. Write a reflection of what they learnt about Probability from doing this task.