Halloween!

This week Saturday is going to be halloween and because its going to be halloween I'm going trick or treating!!! And it going to be my first time, I'm really excited and nervous but I still don't know what I'm going to be me and my sister don't want to be the same thing but we both want to be Mavis from hotel Transylvania so I have to think of something else I wonder how much lollies I will get from trick or treating. Aleena want us to meet at school and go together but we have to go with our grandmas daughters children so we might not go with her.

Friday's Offical Opening

On Friday it will be the schools official opening I'm really excited because school will end early so i can play on my macbook. We will be singing Te Pu and Im really nervous for the official opening I will be able to finish more of my tasks on Friday because we will be home and there is no workshop on Friday its just setting up for the official opening so we have less time to finish our tasks, a few guests are coming but I only know one which is William Pike he was also at NYLD which was only for the year 6's. Also I hope that we have less tasks.

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.

Getting a macbook!

In the holidays our dad came back on the second week of the holidays and came back on Monday, first thing we did was unwrap our macbook and went on it our password was 1234 but I changed it what we did after was download our favourite game called star stable its about horses and on Saturday we got star rider. Next Monday we are going to get our cases my case is black with a ombre rainbow wave and Johanna (aka my sister) got a galaxy case. We are both getting the same keyboard cover which is also rainbow and its so awesome because right now we're using our mum and aunty's macbook case and its really blank when i get my case I will update this on a next blog post!

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

How it's like to be twin #3 dress up

So this is part 3 and part 3 is all about being dressed up me and Johanna need to dress the same unless we're in our onesies so every weekend we go to Manuka and everytime we dress the same! It's not that fare but me and Johanna like to pretend we are each other because if we trick people we think it's fun and sometimes if someone asks if I'm Jessica sometimes I say no and say she is but she says I am and so because of that we pretend we're both Jessica and Johanna so that's most of it of how we dress the same stay tuned for part 4 but for now it's.... To Be Continued

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.