iExplore- Rubbish Sculpture

iExplore- Cubism

Learner:   Fernanda      Learning Coach:   Luisa Maloni        Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Fernanda used the elements of shape and fracture to create a study of a tree and a painting. Fernanda used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. In her painting she experimented with different shades of one colour to define these areas. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Fernanda chose to use a heart as the subject for her final work based on her artistic exemplar.

Evidence of learning

Fernanda uses an artistic exemplar to explore ideas about Cubism. I can’t wait to see her final work!

Key Competencies/Vision Principles

Fernanda demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

iExperience- Making Playdough Collaboratively!

Our Trip to the Marae

Learner: Fernanda  Learning Coach: Luisa Maloni    Date: 26th June, 2015

Learning Area: iExperience: Marae Trip- The wharenui

Learning Observed

In preparation for our Marae trip- we talked about the wharenui or meeting house that we visited as part of our trip. The learners had to write down the parts of the wharenui which are likened to parts of the body. After the trip I asked Fernanda what she remembered about the wharenui. She said the Marae has a roof and it protects people in the house. I asked her what she remembered about our trip to the Marae and she said we did some lovely singing and had a nice lunch.

Evidence of learning

Fernanda can share what she has learned about the purpose and parts of a wharenui. I wonder if she can share her knowledge about places that are important to her and her culture?

Key Competencies/Vision Principles

Fernanda shows her Capabilities in listening carefully to others and learning new knowledge from peers and Learning Coaches. She then can share what she has learned. (Using Language, Symbols and Text). In learning about other cultures, Fernanda shows she can Connect with different cultures in her local community (Relating to Others)

Next Learning Steps

Ask a question about a different culture Share her knowledge of her own culture with others Use new vocabulary when describing her learning e.g. the ‘wharenui’

Learner: Zoey, Simar, Fernanda, and Suri Learning Coach: Abby Morgan                                                            Date: 9 March 2015

Learning Area: Numeracy

Learning Observed

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!

Evidence of learning

Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.

Key Competencies/Vision Principles

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.

Next Learning Steps

Assist in developing faster instant recognition of number patterns and basic facts to 10. Introduce the learners to other ‘math slide’ games to assist with numeracy. Encourage the learners to work on Mathletics

Learner: Fernanda Espinoza Diaz     Learning Coach: Miriam Kamsteeg      Date: 4 March 2015

Learning Area: Literacy - Writing

Learning Observed

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.

Evidence of learning

I noticed she recorded her n, a, d and h backwards. I wonder if she has noticed that they are only written one way?

Key Competencies/Vision Principles

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.

Next Learning Steps

Specific teaching regarding the way the letters go. Specific teaching regarding which letters can be used for which sounds. Complete a Sound to Letter Assessment - Does Fernanda know more sounds than letters?