iReflect

For NZSL week what have you leant:That lip reading is importent


What is your goal:How to sign 'MINECRAFT IS #ORESOME'.

Paragraph Problem Writing Activity

insert the paragraphs in the passage below.

There was once a velveteen rabbit and in the beginning he was really splendid. He was fat and bunchy as a rabbit should be; his coat was spotted brown and white he had real thread whiskers and his ears were lined with pink sateen.

On Christmas morning when he sat wedged in the top of the Boy's stocking with a sprig of holly between his paws the effect was charming. There were other things in the stocking nuts and oranges and a toy engine and chocolate almonds and a clockwork mouse but the Rabbit was quite the best of all.

For at least two hours the Boy loved him and then Aunts and Uncles came to dinner and there was a great rustling of tissue paper and unwrapping of parcels and in the excitement of looking at all the new presents the Velveteen Rabbit was forgotten. 

For a long time he lived in the toy cupboard or on the nursery floor and no one thought very much about him. He was naturally shy and being only made of velveteen some of the more expensive toys quite snubbed him. The mechanical toys were very superior and looked down upon everyone else; they were full of modern ideas and pretended they were real.

scared moment in time

The crickets creaking it was creepy.The darkness was like I was in a dark cabinet.The door of my room was open.I was scared.I was freaked out because I could hear childish music.It was like Voldemort was going to come to my room.The childish music was on because my dad was listening to it and he fell asleep.I saw a arm it could've been Voldemort but it was my mum.

Nima the Learning Coach Narrative

Learner: Nima                                  Learning Coach: Mr Hattie           Date: 23 March 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience Learning Habitat 1 is currently running a space activity rotation. This is where the learners get to choose what activity they would like to participate in. Nima started off with choosing the activity that involves learning about constellations and making their own constellations. Throughout this activity Nima was very excited and interested about the different constellations. He could not get enough and used the Chrome book to research about as many constellations as he could. When it came time to choose and new activity he wanted to stay and do the activity again. We had told him that he was not able to do this but I told him that he could run the session since he was now an expert. Nima was very excited about this. He explained the task perfectly and when he was discussion what constellations are with the new learners that showed up he sounded like a Learning Coach. He was able to explain with the correct vocabulary what a constellation is, this shows that he developed his Capabilities with this task. He then Collaborated with the learners during the task. Nima showed the Key Competency of Relating to Others by the way he interacted and asked if they needed any help and explained it patiently. I was very impressed with Nima during this activity.

Evidence of learning

Nima explaining the task and what a constellation is.

Next Learning Steps

Nima’s next learning steps are to: Write a blog post about his activity. Use his new capabilities to explore more about constellations.

Nima and Christian's Satellite Learning Story

Learners: Nima & Christian Learning Coach: T.Dillner            Date: 7.3.16

Learning Area: iExperience - Space            Key Competency: Thinking

Learning Observed

The learners had six activities to choose from to extend their knowledge about Space. Nima and Christian chose to take part in one that required problem solving and thinking skills. They had the option to make either a Mars Rover or a Satellite and picked to do the Satellite. With the provided materials, they had to create their own version of the image that was shown on the screen. Nima and Christian showed curiosity by using the materials in specific ways and both tried to use as much detail as possible in their creation. They collaborated by sharing ideas and possible ways to overcome issues, ultimately being very pleased with their final product.

Evidence of learning

Next Learning Steps

Complete the models in the morning before school begins. Answer the discussion questions about their models, listed on the slideshow.

Christian, Nima, Micah & Sami- iExperience Connected ART Learning Story

Learners: Christian, Nima, Nehal, Micah & Sami     Learning Coach: D Wilkes     Date: 4.2.16

Learning Area: iExperience - Art  Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a collaborative Art project where the NZC Achievment Objective was to ‘Describe the ideas their own and others’ objects and images communicate.’  The lasting understanding from this iExperience was that we can be connected in a variety of ways and display these connections as symbols, pictures and words.  It was a great initial activity for the learners to connect with each other while creating a collaborative product.  Christian, Nima, Nehal, Micah and Sami helped to brainstorm ideas (using this Brainstorm Pres) of what it ‘looks like’ to be connected.  They then used the brainstorm ideas to create their own pictures/symbols/icons and even words to fill up the letters that make the word ‘CONNECTED’ using lots of colours.  It was great to see Nima and Nehal support Sami in deciding what to draw and to hear Christian and Micah describe their ‘playing’ pictures as an example of how we can connect with others.  Sami can use the word ‘Connected’ and now understands that it means more than one thing and Nima, Micah and Christian can describe multiple examples of making connections (and they can sign ‘connected’ in NZSL- ka pai!), in and out of the school.  Nehal participated and contributed more and more as the session went on. All of the boys worked independently on their own pictures and designs but towards a team result and the ongoing discussion was very co-constructive.  Each of the boys also worked on some of the other letters- filling them with their visual ideas of what connected is. The letter ‘C’ can be seen displayed in LH1.

Evidence of learning

Next Learning Steps

Draw lightly with pencil first before using markers or coloured pencil Examine what others are doing so I can contribute a new idea Ask my peers more questions about why they are drawing what they are drawing Practice using the NZSL sign for Connected

Math with Lego Blocks