Robot Wars iExperience

Learner: Harry Li                                                          Date: September 2015

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

Learning Observed

Over a course of 6 sessions, Harry 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. Harry 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! Harry 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. Harry 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 Ormibot pictured is faster than a speeding bullet and stronger that cryptonite! Harry 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

Harry 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.

Harry's Operation Big Science Learning Story

Learners:  Kavisha, Norah, Alysia & Harry Li                              Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Kavisha, Norah, Alysia & Harry Li 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 to discuss their priori knowledge about the materials and cooking with them.  They had tonic water, water and different kinds of jelly.  Then they collaboratively devised an 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.  Harry engaged with most of the process. He also developed some capability at measuring while completing their recipe.  Their concoction was a mystery- they wanted to see if it would glow in the black light. It didn’t, so they left it to set and check the next day.  Such a collaboration!

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 tent on the LH1 blog post about Operation Big Science

Harry's Animal Habitat - Digitise It Learning Story - August 2015

Learner: Harry & Shenmin                                                       Learning Coach: DWilkes       Date: August 2015                                                                       Learning Area:  Science

Learning Observed

This term the LH1 learners have been learning about animals, adaptations and habitats. Harry and Shenmin have been building their language and developing their understandings of the many ways the natural world can be represented.  They are able to recognise that living things are suited to their particular habitat and can discuss some of the adaptations of many specific animals.  They  used their curiosity and creativity to research adaptations for the Horse and Gorilla.  They recognise that all living things have certain requirements so they can stay alive and can identify some of these their animals.   Shenmin and Harry were fortunate enough to go on a field trip to the zoo where many animals captured their curiosity.  They used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite.  Then, they needed to create a habitat that would be suitable for their chosen animal.  They opted for the ‘Digitize It’ option knowing that they wanted to design the creature habitat in Gamefroot and demonstrate capability at using it.  They went through a rigorous design process that involved connecting with information through researching to create a fact file on the animals, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing.  Harry’s assessment, Shenmin’s assessment. They collaborated well with each other- listening to other learners and asking questions.  Harry also helped another learner who needed help and translated for us.  When it was time to share their learning, they presented their habitat to some of the Learning Coaches and some of the learners in LH1.

Evidence of learning

Next Learning Steps

challenge themselves!  both boys selected an animal they already knew a great deal about and need to do deeper research and thinking write a reflective blog post about the learning and share with parents create a more detailed diagram with labels that is represented in the final product practice presenting so you are prepared- why don’t you present to your family?!

Harry's Speech Learning Story - August 2015

Learner:   Harry Li                                                                        Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all Year 5-6 learners in LH1 wrote a speech on a topic of their choosing.  Oral language is an important skill and Harry refined his knowledge of some language features to enhance both the speaking and writing of his oral presentation after consultation with his sister and mother.  Harry’s speech about ‘Homework’ demonstrated his growing ability to be persuasive through the conten.. Harry is learning about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, and lists of three; and varied sentence structures.  He learned about the structure of a speech including introductions, endings, sequencing words and how to make his point clear. This was based around the ‘hamburger method’ of speech writing.  It was wonderful to see Harry get up to read his speech after his initial difficulties.

Evidence of learning

Harry Presenting his Speech                              Oral Language Rubric Here Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Harry cultivated the curiosity of others with his speech about Why Kids shouldn’t have homework- he clearly believed in his own reasons! He prompted everyone to wonderwhy home learning is needed.  He attempted to connect with the audience using emotive language in our hapu group.  His public speaking capability has grown as a result of this experience.

Next Learning Steps

practice speech with use of cue cards embed the oral rubric into your learning pathway practice reading aloud daily write what you think your next steps are in the comment section future speeches will be strengthened by adding more detail to validate what your opinion is

Harry, Aaron & Karis' 3D Shapes Learning Story

Learner: Aaron, Harry & Karis    Learning Coach: T.Dillner            Date: 5.8.15

Learning Area: Mathematics - 3D Shapes

Learning Observed

Aaron, Harry and Karis all opted into a Curiosity Workshop (Teaching Session) about the features of 3D shapes. The workshop looked at the three main aspects of 3D shapes - edges, faces and vertices. Aaron, Harry and Karis had to select a shape at random from the box, and within their group, had to discuss how many edges, faces and vertices each of their shapes had. We compared the different shapes as a large group after everyone had had the chance to discuss with their buddies. The three of them were able to share their learning confidently with everyone. Afterwards, the learners had to complete this online task to collaboratively launch the rocket. This was only possible if they applied all of their 3D shape knowledge.

Evidence of learning

Aaron, Karis and Harry describe the faces, edges and vertices of their shapes.

Key Competencies/Vision Principles

Harry, Karis and Aaron shared their ideas to their group, displaying their capability of using the correct terminology of faces, edges and vertices to describe shapes (Using Language, Symbols and Texts). As well as this, they were able to apply this knowledge to the Follow Up task to successfully apply this knowledge by collaboratively solving problems and puzzles, and organising, ordering and categorising various three dimensional shapes (Thinking).

Next Learning Steps

Teach another learner this information. Look at more complex shapes like hexagonal prisms, spheres, cones or pentagonal spheres.

Harry's Collaboration Learning Story - July 2015

Learner: Harry Li                    Learning Coach:   DWilkes      Date: 20-07-15

Learning Area: Key Competencies (Collaboration)

Learning Observed

On our first day back in Term 3 we had a super day of “Collaboration” immersion activities.  While the learners worked on the Collaboration Challenge in mixed ability, mixed year level groups they collaborated on a variety of tasks which encouraged discussion, problem solving, perseverance and teamwork.  It was great to observe Harry as he was very engaged in the tasks, demonstrating curiosity, sharing and teaching others.  I noticed that Harry helped Kevin in supporting our new learner Daniel.  Harry learned to use Pic Collage to record all of their challenges.  Harry participated in all challenges and really enjoyed doing the tasks with his teammates.

Evidence of learning

Acrostic writing challenge                                   Pic Collage challenge

Key Competencies/Vision Principles

Harry engaged with the challenge demonstrating collaboration strategies such as asking questions and making decisions together.  This activity challenged harry and his team to develop their problem solving skills (Thinking).  He is growing his ability to relate well to others and to manage himself more effectively.

Next Learning Steps

grow his capacity for collaboration by working with learners and practicing reflective listening ask questions use a new digital tool like Storybird to write a collaborative story

Harry's Literacy Learning Story

Learner: Harry    Learning Coach: T.Dillner           Date: 2.6.15

Learning Area: Literacy - Handwriting

Learning Observed

Recently, learners in Mrs Dillner’s Literacy group have been working on proper letter formation, beginning with the letters that start with a ‘c’ shape. Harry has shown that he is able to use the top, middle and bottom spaces on the line. His letters mostly follow the correct writing pattern, but he will need to work on using this consistently in his book. While completing this task, Harry worked quickly and efficiently.

Evidence of learning

Key Competencies/Vision Principles

Harry showed his capability of using the correct way of writing ‘c’ start letters on a lined white board. He listened to the instructions and applied them to his own learning (Managing Self). Harry started adding flicks on the ends of his ‘d’ and ‘a’ letters without any instructions from the Learning Coach. This shows he is able to connect prior knowledge of correct handwriting to what he is doing in his own learning (Thinking).

Next Learning Steps

Use tidy and correctly formed letters in all of his books. Ensure his writing doesn’t become too large or spaced out on the lines.