Literature Circle Learning Story - Adjectives Group

Learner:  Rahi (Adjectives)                                              Date: June 2015 Kevin, Imran, Jessica, Shivran, Nehaal, Shivin, Sadeen & Vrishti

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Rahi what book he is reading and how he knows it is a best fit on a regular basis.  The Adjectives learned all about the 5 finger strategy to help them choose a book.  The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Rahi engage with many of these roles and actively contribute to conversations.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Rahi is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion.  He is also developing his Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Ensure that he prepares for meetings to respect others word Visit booktrackclassroom.com often to read new books

Rahi's Maths Learning Story

Learners: Henry & Rahi    Learning Coach: T.Dillner           Date: 26.6.15

Learning Area: Mathematics - Probability

Learning Observed

Recently in Mrs Dillner’s Maths group, we have been learning about Probability and Chance. We were talking about the probability of random events like flipping a coin or rolling a dice. Before the learners chose which activity they would like to do, they had to understand tally charts and how to use them. Each learner had to have a tally chart created to show how they would record their data. Rahi and Henry chose to flip a coin. They had to flip it 50 times and record how many times the coin landed on heads or tails. We had previously discussed how as there are only two possibilities, the chances were 50:50. To begin with, Rahi and Henry took a while to settle into the activity and work out how to evenly distribute the roles of flipping and recording. However, they then chose a sensible place to work and made good progress. After 50 flips, they had the outcome of 25 heads to 25 tails, proving the 50:50 likelihood correct. They thought about what their next step could be, and together, they decided it would be to keep rolling in sets of 50 to see if they could break the 50:50 cycle.

Evidence of learning

Key Competencies/Vision Principles

Henry and Rahi showed that they knew how to best collaborate on this task. Sometimes sharing and compromise is necessary when working in a team, and they worked this out after a short while (Relating to Others and Managing Self). Another example of good collaboration was when the boys had to solve the problem of what to do after having equal outcomes after 50 flips (Thinking). They were both very curious to see if they would prove the 50:50 probability of flipping a coin or not.

Next Learning Steps

Carry out a Probability investigation with less than a 50:50 chance e.g. rolling a dice 60 times. Use their written reflection to make a video or blog post to teach other learners.

Drama Learning Story - May 2015

Learner: Selestine, Rahi, Justin and Helen                                   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.  Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required.  The end result was entertaining.

Evidence of learning

The team works towards effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  However, they all need to work on collaboration and compromising.  Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Identify and use strategies for coming to consensus