iExperience Narrative Assessment - Teamwork

Jaylen in the Garden

Learner: Jaylen	Date: 4 May, 2017
Learning Area: iExperience (Science) Living World Level 1-2 Recognise that all living things have certain requirements so they can stay alive	Learning Coach: P.L
Learning Observed
During our morning iExplore sessions learners had the opportunity to choose what activity they would like to participate in. Jaylen chose to learn more about our habitat garden. He showed collaboration by working well with others around him to clean out the weeds from the garden and prepare the garden for a new lot of seeds to be planted. He was capable in using the gardening tools correctly and safely while others were around him. He made connections with his learning to the year prior in gardening and was able to apply this while he was outside in the garden. Jaylen was curious about what he would find in the garden and what could be planted in it this term.
Evidence of Learning
Next Learning Steps
Continue learning about what plants can be harvested during this season Continue helping to look after the Habitat Garden

iExperience Narrative Assessment - 1 September 2016

Learner:  Jaylen        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Jaylen has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Jaylen had to find his new group by only using animal sounds.  When he had found his group he formed a circle for his first challenge.  Jaylen’s first challenge with his new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day Jaylen was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Jaylen’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only dry strips of spaghetti and a ball of play dough.  By this day Jaylen began demonstrating better communication skills and directing his group in their building. In addition to these activities Jaylen was able to reflect at the end of each session and discuss with his group what went well and what he needed to improve on next time.

Evidence of learning

Here Jaylen is helping his group make cup towers and pasta towers.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - joining in planning and building conversations. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Maths Narrative Assessment

Learner:  Jaylen    Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Jaylen has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Jaylen initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Jaylen was asked to find as many different combinations of frogs in the pond as he could. Finally, Jaylen looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Jaylen has split his ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.

Narrative Assessment - iExplore - 23 Mar 2016

Dinosaur Reading with Jaylen