Ashmira, Jessica, Johanna and Divya's Trash to Flash Learning Story

Learners: Ashmira, Jessica, Johanna & Divya      Learning Coach: T.Dillner           Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Ashmira, Jessica, Johanna and Divya all selected Girls Fashion. They were curious about making an infinity scarf out of old t-shirts. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. The girls then took the template we used as a larger group and the personalised it to their infinity scarf creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.

Evidence of learning

Ashmira, Jessica, Johanna and Divya with Neha, Taanvi and Jahnavi with their prototype Ladybird Magnets. The infinity scarf Design Thinking Process presentation.

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Ashmira, Divya, Jessica, Johanna, Jasonta & Aleena's Ko Te Pu Learning Story

Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena     Learning Coach: T.Dillner           Date: 14.10.15

Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)

Learning Observed and Vision Principles

For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it. Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.

Evidence of learning

Next Learning Steps

Lead the habitat regularly in our practices. Do an iExplore around other songs or poems that connect English and NZSL or Te Reo and NZSL.

Miko & Nummy iExplore Learning Story - September 2015

Learner: Divya, Jessica & Johanna                                         Learning Coach :DWilkes      Date:  Term 3-4                                                                       Learning Area: Technology

Learning Observed

Jessica, Johanna and Divya are certainly developing their animation capabilities in their current iExplore around creating a series of animated videos ‘Miko and Nummy’.  The three girls have been working together collaboratively- making substantive decisions together, negotiating their next steps, sharing tasks, taking turns and thinking forward. They have had ample opportunity to make connections to their prior knowledge, for example, the programme is based on one they have seen before, their previous experience with animating (including what they learned at the Google Learner Summit) and how to reflect.  They have watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme, self directing their learning. This iExplore is large in scope and it is interesting to observe how the girls are designing their series and mapping out their time.  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. They have had voice over auditions, planned and pitched a club successfully to get a team together to assist them, investigated the setting up of a channel to house the completed episodes and learned new software.  They are inspirational and resilient!  This is a perfect example of what an iExplore learning adventure should be- something the girls are passionate about and invested in.  They are learning as part of their process and not for the sake of it.  Teaching and leading others in their club will help them make connections, teach others and foster curiosity in others.  I am so excited to see where this goes- well done girls!

Evidence of learning

See a short video of their animation here See their iExplore Learning Model Doc here

Next Learning Steps

keep updating your iExplore doc- this can’t be all Jessica all of the time and ensure sufficient detail and reflection (this includes what is going well and what the challenges have been) write a reflective blog post about your iExplore experience to date including your club set up and what you will do for the club make an iMovie of what you are doing like a lesson, to teach other learners how to animate the way you are set up a sub-channel on our LH1 Youtube account

Neha and Jessica's 3D Printing Learning Story

Learner: Jessica & Neha     Learning Coach: T.Dillner           Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Jessica and Neha chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Jessica and Neha decided to make a new lunchbox with an added ice box and magnetised handle. Jessica and Neha had to use the website TinkerCad to design their new and improved lunchbox. They had to use the pre-existing shapes and objects to form their 3D model which was then printed out by our LH1 3D printer. After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Jessica and Neha’s explanation of their 3D lunchbox.

Key Competencies/Vision Principles

Jessica and Neha were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Jessica and Neha were connected as they were able to show their learning in three different mediums (paper, digital and printed model).

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore. Teach other learners how to use TinkerCad by making a video/animated tutorial.

Speech Learning Story - Term 3

Learner:   Jessica                                                                         Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all learners in LH1 wrote a speech on a topic of their choosing.  Oral language is an important skill and Jessica began to learn some language features to enhance both the speaking and writing of the oral presentation.  Jessica learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three ; and varied sentence structures like statements, questions, exclamations and commands.  She learned about the structure of a speech including introductions, endings, sequencing words and and how to make her point clear. Jessica also explored how to creatively add additional details to make the argument stronger.  This was based around the ‘hamburger method’ of speech writing.  Jessica did a superb job of being persuasive and represented the Pukekos in the school Speech Competition.  Ka Pai!

Evidence of learning

Jessica’s Speech                                                    Oral Language Rubric Here   https://www.youtube.com/watch?v=uuEguQ90fNY Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Jessica cultivated the curiosity of others with her speech on why we should have Minecraft in Education- she made everyone wonder what the possibilities would be if we had Minecraft at school!  She connected with her audience using emotive language and confident delivery - in her hapu group and at the school competition. She collaborated with other learners while practicing her speech and responded to feedback and lead the discussion, writing and providing of feedback and feed-forward to the other learners when they did their speech or poem.  Her public speaking capability has grown as a result of this experience. We were very proud of Jessica representing us - the Pukekos!- at the Speech Finals- she is a real asset to our OrmPS whanau.

Next Learning Steps

write a reflective blog post embed the oral rubric into her learning pathway and a copy of you presenting the speech (get the Swivel copy from Mr McNeil and upload to the LH1 Youtube channel) practice reading aloud daily write what you think your next steps are in the comment section