Learner:Brooklyn Teaurere-West          Learning Coach: Margaret Patrick          Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Brooklyn is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would  help him decide what type of maths operation and equation he needed to do. He drew a place  value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was  making  connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.

Next Learning Steps

be able to work independently with a word problem requiring him to find the difference and use renaming and record in standard vertical format. take 1 ten and rename as ten ones and subtract the number without physically changing the ten block into 10 one blocks  and rely on his knowledge of basic facts to 20. eg 15-9= 6 be able to subtract  finding the difference with 3 digit number requiring renaming of hundreds as tens.

Brooklyn's Robot Wars iExperience

Learner: Brooklyn                                                          Date: September 2015

Learning Area:        iExperience - Robot Wars               Learning Coach:    John Dyer

Learning Observed

Over a course of 6 sessions, Brooklyn took part in a Science and Technology challenge. The aim was to design and make an electronic robot using a variety of materials including a button cell battery and a mobile phone buzzer. Brooklyn collaborated with other learners as they decided that the ‘Ormibots’ (as they became affectionately known) would compete in categories of speed, strength and good looks! Brooklyn worked both with others and independently to create the most deadly moving weapon the world had ever seen! Initial challenges faced were finding ways to combine the motor and battery to good effect. Brooklyn contributed his ideas to help his group problem solve and redraft plans in order to overcome difficulties and compete well in the Ormibot challenge.

Evidence of learning It may look harmless but it is rumoured that the Brooklyn’s Ormibot is faster than a speeding bullet and stronger that cryptonite! Brooklyn claims to be the brains behind the whole project!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Brooklyn needs to take time in the planning stage of his work and ensure he has clear direction with what he wants to achieve. He also needs to reflect further on his work in order to greater understand concepts in technology and across the curriculum.

Learner: Brooklyn      Learning Coach:  J Taylor        Date: 21/9/15

Learning Area: Draw it

Learning Observed

Brooklyn chose ‘Draw it’ for her iExperience in Wk 3 - 6 Term 3. He was to show his design firstly by carefully sketching the animal he chose in detail on paper along with information about this animal. He used the internet to find the information and a picture to help him draw his animal which is a Baboon. He was then to do a final drawing (see below) of the Baboon. He has used great detail and also some of the Baboons habitat to complete his drawing. Brooklyn finished his task on time and was able to explain to others about the Baboon and its habitat.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn showed he had the curiosity to find an animal that suited him. He collaborated well with the other students in sharing and helping. Brooklyn was able to connect to his prior knowledge and experiences in discovering about the Baboon. It was an animal that interest him.

Next Learning Steps

Gain confidence in drawing a little more detail Using the internet to your full advantage Don’t be afraid to try new things and colours

Operation Big Science- Learning Story

Learners:  Aleena, Brooklyn, Alex and Evan                              Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Aleena, Brooklyn, Evan & Alex had a blast conducting Operation Big Science in Week 7.  Thanks to the New World kit of ingredients.  Lots of learning resources as well about the Types of Mixtures and Chemical Reactions in Baking.  The learners learned that cooking is scientific fun and that the science capabilities are for life.  After initially watching a short video explaining the difference between chemical and physical changes the learners were challenged to explore their curiosity by examining their materials and discuss their priori knowledge about the materials and cooking with them.  Then they collaboratively devised an experiment - a cooking experiment, using the ingredients they selected.  First they identified a question and then a hypothesis- making connections to their prior knowledge.  As a group they needed to plan their method too. During the cooking they made observations- noting what they notice, think and wonder. Brooklyn developed capability at measuring while completing the recipe.  Ultimately, it was collaborative and delicious!

Evidence of learning

Operation Big Science - Video

Next Learning Steps

complete their Operation Big Science experiment plan with observations and explanations write a reflective blog post about the experience use more specific measurements when writing a recipe give detailed observations about what you noticed before, during and after experiment sheet Write a comment on the LH1 blog post about Operation Big Science

Tile Art

Yesterday l enjoyed painted a tile and l drew the letter O were collaboration and l have with colour of cocoa , yellow and black l'm happy because l like to paint and copy on my drawing drafts and l enjoying working with them.

Continents & Habitats Learning Story

Learner: Brooklyn, Markus and Alex     Date: July 2015

Learning Area: Science                           Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Markus & Alex began to recognise that living things are suited to their particular habitat, Brooklyn really enjoyed this activity.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Brooklyn, Alex and Markus can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The three of them were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with each other. They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed some good questioning and problem solving strategies. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Learner:Brooklyn Teaurere-West    Learning Coach: Margaret Patrick Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Brooklyn was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Brooklyn was quick to learn the signs for the 4 different categories.He was able to explain why he thought statements should be moved and why. He was really keen to see what other groups had decided on. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He is learning to listen/attend to their explanations but when he compared his group with the other group’s he saw them as being wrong and him as being right.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is displaying an increasing level of participation  and was relating well to the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions. He realised that it is ok to disagree sometimes.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems. accept that other people may have different opinions to his and that is ok.

Learner:  Brooklyn T-W        Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Brooklyn chose the text “Akiko’s Glasses” for his PM Benchmark Level 21 reading assessment. Brooklyn signs in English word order as he reads. His first mode of communication is NZSL. His speech is very hard to understand even if your work with him on a regular basis. I introduced the character’s name Akiko. He was able to skim the text. He had quick recognition of the high frequency words. He used structure and visual clue strategies to shape his approximations. He inserted words  eg: expect for except, grabbed instead of gasped, which he paused on before using these words but didn’t register that they might not fit the story’s context.  He inserted  sign for signal which fitted the context of starting a race and substituted know for knew. At times I needed to ask him to sign some words again to check his accuracy. Brooklyn reads very quickly and he tends to read in a monotone. He seems on a mission to get it read and finished as opposed to expecting it to be  an interesting experience and one that he doesn’t need to finish to get on with another activity. When answering the questions he initiated using because before his explanation but used NZSL grammar eg: because he saw the line, far. During the retell Brooklyn would pause and he needed to refer to the text.

Evidence of learning                       Brooklyn click here

Key Competencies/Vision Principles

Brooklyn scored 97% reading accuracy, 83% comprehension and 88% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He scored 3/3 for the inferential questions which has been one of his IEP goals.  He is beginning to identify the clues that help him make inferences.This text was easy for Brooklyn and he is ready to move to Level 22 and possibly Level 23. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

complete a retell without needing to refer to the text. use tense to confirm visual and meaning clues when self correcting including sign tense markers. slow down the pace he reads by breathing at full stops and observing punctuation.

Brooklyn's Drama Learning Story - May 20, 2015

Learner: Brooklyn                                                                    Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Brooklyn worked in a group with Lara, Cassandra and Eric very productively and used different techniques to explore drama elements and conventions.  He exhibited creativity and enthusiasm for performing.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, Brooklyn worked well with others offering ideas and demonstrating creativity and enthusiasm. His group selected the Pasifik Island culture and they crafted an entertaining performance indicative of this culture featuring Brooklyn on the drums!

Evidence of learning

Brooklyn makes effective use of space, imaginary props and movement.

Key Competencies/Vision Principles

Brooklyn demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself well. He is able to make Connections between what he knows about a culture and how to express that with movement, minimal sound and real/maginary props.

Next Learning Steps

Further explore movements he can make with his body, use of his voice, and creation of facial expressions to enhance dramatic effect