Irflet

  


The highlight of my day was Nanami giving me her  invitation from her birthday when she told  me she will give me her birthday card when it is iReflect also Nanami birthday is at jump it is almost  at bouce and beond then I will have fun.

                            The End                                   

Compare and contrast

Learners: Nanami, Melissa and Charlotte Learning Coach:   Radha Moopanar         Date: 11 November

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore we worked collaboratively in small groups to create and present our new learning with our hapu group and get feedback from them on our learning.  The focus for this particular activity was to choose two things that we learnt from our iExplore and create a compare and contrast map to share what we learnt. We share ideas for topics and make open ended questions that we can research and explore. Having the opportunity to make choices about our learning promoted self directed learning, and this increased our focus and motivation. Nanami, Melissa and Charlotte recorded their compare and contrast map on a chart so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning

Next Learning Steps

Chose one idea to explore  and decide how you will share your learning in a variety of ways How will you and your group work collaboratively to maximise learning time Share learning at home

Time machine narrative writing

Melissa Learning Coach:   Radha Moopanar      Date: 3 November 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their curiosities in narrative writing. Melissa participated in workshops to plan, write, edit and present her writing.  The learners were introduced to narrative structure and language features.  Melissa used feedback provided by the Learning Coach and her peers to make improvements to her overall performance.  The use of a google document allowed Mrs Moopanar to provide ongoing feedback to the learners regarding their narrative content and organisation.  Melissa collaborated with other learners to practice and apply her presentation and writing skills.  The learners used devices to publish their narratives and used these publishings to observe, notice and make changes to their narratives. With support and guidance Melissa was able to share her knowledge and use appropriate structure and language to inform the audience.  It was great to see Melissa practice and apply her writing skills to develop an overall curiosity both at writing and presenting to inform.  Ka pai!

Evidence of learning

Please see the following links for Narrative presentation narrative

Next Learning Steps

Use a hook to grab the reader's attention Use the five senses to create atmosphere Use powerful verbs and adjectives

STEM Rockets Narrative

Learner: Melissa, Joely and Nanami      Learning Coach: Mr Hattie           Date: 1 November 2016

Learning Area: Learning Habitat 1 - iExplore STEM

Learning Observed

This week Melissa, Joely and Nanami got an opportunity to participate in a STEM (Science, Technology, Engineering and Mathematics) activity. Melissa, Joely and Nanami went with Mr Davidson and Mr Hattie to explore how to make rockets fly using chemical reactions. Melissa, Joely and Nanami had three different types of rocket fuel to choose from and they had to make their Rocket - film canister - fly into the air. To make it work you have to mix the rocket fuel and powder together and trap it inside the rocket. The chemical reaction forces the lid to fly off and when the rocket is placed on the launch pad, lid down, it force the rocket into the air. Melissa, Joely and Nanami started off a bit “standoffish” but once they saw the rocket launch into the air instantly they were discussing how it happened and what they did to make it fly. They started experimenting with how much to put in.

Evidence of learning

Melissa, Joely and Nanami discussing and watching their rockets fly

Next Learning Steps

Melissa, Joely and Nanami  next learning steps are: Write a reflection about what they learnt. Further explore the science behind the chemical reaction. Write instructions on the blog about how to make a rocket fly.

Curiosity Quest

Learner: Charlotte, Melissa and Nanami                              Learning Coach :R.Moopanar      Date:  23 October 2016  Week 1-2                                         Learning Area: Science

Learning Observed

For the past few weeks the learners have been engaged in a curiosity quest!  The learners were given the choice of 8 curiosity quests which included: Why it is important to learn about eggs, imaginary planets, can humans live on another planet, why are New Zealanders called kiwis, how did dinosaurs live, telling the time and why is the solar system an exciting place - each of which would develop their curiosity.  Charlotte, Nanami and Melissa enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the planets of the solar system and make connections to their prior knowledge.  They watched videos and created a KWL chart about what they knew and what they wanted to learn about the planets of the solar system.  They created a slideshow of their learning.  Charlotte also supported Melissa and Nanami with finding information - great collaboration and leadership.  Thereafter the girls worked collaboratively to design and create a poster to compare and contrast two planets of their choice .  In order to create the poster successfully there was a lot of discussion.  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.  See their presentation here.

Evidence of learning

Next Learning Steps

Create another, more complicated presentation Share it on your blog and/or teach another learner something that you have learnt Show the presentation to your family at home Use other ways to present your work

                          Wensday 19th October

The best day was reading bug club books now  I have 53 I have been reading

Speech Narrative Assessment

Melissa Learning Coach:   Stephanie Hooker  & D Wilkes        Date: 2 September 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their capabilities in speech writing. Melissa participated in workshops to plan, write, edit and present her speech.  The learners were introduced to persuasive language, speech organisation and effective speaking skills & strategies.  Melissa used feedback provided by the Learning Coaches and her peers to make improvements to her overall performance.  The use of a google document allowed Mrs Hooker and Ms Wilkes to provide ongoing feedback to the learners regarding their speech content, organisation and persuasive writing.   Melissa collaborated with other learners to practice and apply her presentation and speaking skills.  The learners used iPads to record each other speaking and used these recordings to observe, notice and make changes to their volume, pace, eye contact, body language and overall confidence.   With support and guidance Melissa was able to share her knowledge and use appropriate language to inform the audience.   It was great to see Melissa practice and apply her public speaking skills to develop an overall capability both at speaking and writing to inform.  Ka pai!

Evidence of learning

Please see the following links: Speech presentation (video) Princess & the pea

Next Learning Steps

See the Assessment Rubric

term 3 2016

                        Monday 19th september



the best part of my learning day was doing the activates with mr hatte doing the alastce is my best part of monday 19th 2016 Today!

A really #orsesome learning experience today was math solving problem with nanami charlotte soving the problem togather .

                                                              Friday 9th september      

In my opinion Saturday is the best day of the week because we do not have to go to school and we can go to our friends house to play. Also we do not have to put our uniform on when it is Saturday or Sunday. The other thing I do not do on Saturday and Sunday is my homework. You don't need to wake up early when it is Saturday and Sunday.

team 3 2016

                                                                     wensday 31th 2016       



Today I like the cross country  becuase I love running in cross country one thing I do not like in cross country getting hot.

Collaborative iExplore Brainstorm of Curiosities

Learners: Stephan, Melissa, Samar and Aarav Learning Coach:   Stephanie Hooker         Date: 24 August 2016

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore today we worked collaboratively in small groups to share and record our wonderings and questions.  The focus for this particular activity was to identify areas of interest for our future iExplore projects. We share ideas for topics and make open ended questions that we can research and explore. Providing our learners with the opportunity to make choices about their learning promotes self directed learning, and  research tells us this increases focus and motivation.  Stephan, Melissa, Samar and Aarav co-constructed some wonderings and recorded them in a shared mind-map so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning & learner voice

Stephan- I wonder “Why isn’t Xbox 2 out yet?” Melissa - I wonder “How does it rain?” Samar - I wonder “Can we do planting?” Araav - I wonder “How was earth created?”

Next Learning Steps

Chose one idea to explore  and decide whether you will Create, Research or Organise your topic Will you work independently or with a partner or a small group? Make a copy of our online planning and design templates and get started! Share learning at home

team 3 date 25.8.2016

The highlight of my day was doing my Ixperyinc with miss arahil today.

wensday 17 2016 term 3

I have been a capable learner in LH1 today because I was being organized today also I have been lisning to the techer

                                                                                  Tuesday , 16 August  2016

Today me and my frends plays out side today , we played monster game. when I saw the game I seid WOW!

Shaval & Melissa connect through maths games

Learners: Shaval & Melissa Learning Coach:   Stephanie Hooker         Date: 8 August 2016

Learning Area:          iDevelop- Maths                                          Key Competency:     Using Language, Symbols and Text NZC AO:                     Level 2 Number: Communicate and interpret simple additive strategies, using words, diagrams (pictures), and symbols. Number strategies: Use simple additive strategies with whole numbers and fractions.  Number knowledge: Know forward and backward counting sequences with whole numbers to at least 1000. & Know the basic addition and subtraction facts.

Learning Observed

Today during our Daily 3 Shaval chose Maths with Someone and began teaching Melissa a card game.  The focus for this particular activity shows Shaval is able to articulate her thinking skills and share her knowledge. Both learners were capable of working collaboratively and were able to complete the task without guidance - Self management.  Our learners always enjoy the opportunity to connect and work with others. Learner voice:   Shaval “This is called Speed, and it’s good for your Maths ‘cos you count down or up”.

Evidence of learning

Next Learning Steps

Invite other learners to play the game Learn other card games, such as 21 or use the cards to practice Math facts Share learning at home and complete weekly Mathletics tasks and ‘live Mathletics’ Login into e-ako and complete tasks