Learner: Zoey, Simar, Fernanda, and Suri
Learning Coach: Abby Morgan Date: 9 March 2015
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Learning Area: Numeracy
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Learning Observed
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During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!
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Evidence of learning
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Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.
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Key Competencies/Vision Principles
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During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had to be able to recognise and understand the mathematical language and symbols.
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Next Learning Steps
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Wednesday, 18 March 2015
Tuesday, 3 March 2015
Learner: Fernanda Espinoza Diaz Learning Coach: Miriam Kamsteeg
Date: 4 March 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Fernanda did not know what to write about today. I said that she could write about the tadpoles if she liked. She went away and drew her picture and wrote her name. She came and told me that she wanted to write “Everyone is watching the tadpoles”. I said “Everyone, e, e, e. Can you find the picture on the table tent that starts with the sound “e”?” She could not so we started naming all the pictures. When we came to “egg”. I stopped her and said “e, e, egg. Is that the same as everyone?” She said it was and wrote down “e”. We repeated the same process for “is”. With “watching” I said that there was a clue in the word “watching, watch”. She pointed to the “watch” picture. I then showed her the word “the” on the table tent card which she copied down, but copied a backwards “h”. Then the last word “tadpoles”. She said, “t! But what does it look like?” I said “T.V” and she pointed to the “T.V” picture and wrote down “t”. I then asked her what did she need to put at the end of her story and she put down a full stop.
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Evidence of learning
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I noticed she recorded her n, a, d and h backwards. I wonder if she has noticed that they are only written one way?
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Key Competencies/Vision Principles
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Fernanda scored 8/54 on the Letter Identification Assessment and 3 years 6 months on the Oral Language Assessment. She was able, once given an idea, to start her picture and record her name by herself (Managing Self). Fernanda is developing her Capabilities in learning what letter can be used to record different sounds (Using Language, Symbols and Text). She showed she was Curious about her learning and what sounds she needed to use.
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Next Learning Steps
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