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.

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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.