Learning Decimals and Fractions

Learner: Helen    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Mathematics

Learning Observed, Key Competencies/ Vision Principles

Helen has been learning about place values and decimal numbers in maths this term. To help her understand the value of a decimal number she is using the place values chart shown below. She has shown her capabilities at recognizing where each number goes on the place values chart by writing decimal numbers in the chart. She has also been participating and contributing in class discussions about place values. Helen has also made connections to her knowledge of number word forms to show her capabilities at writing values of decimal number.

Evidence of learning

Helen's maths work

Next Learning Steps

Write the fraction version of simple decimal numbers.

Helen and Samantha's 3D Printing Learning Story

Learners: Helen & Samantha    Learning Coach: T.Dillner           Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Helen and Samantha chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Helen and Samantha decided to make a new version of the iPads we have at school. Samantha and Helen had to use the website TinkerCad to design their new and improved iPad. They had to use the pre-existing shapes to form their 3D model which was then printed out by our LH1 3D printer. After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Helen and Samantha’s explanation of their iPad.

Key Competencies/Vision Principles

Helen and Samantha were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Helen and Samantha were connected as they were able to show their learning in three different mediums (paper, digital and printed model).

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore.

Helen's Operation Big Science Learning Story

Learners:  Neha, Willie, Helen & Daniel                                      Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Neha, Willie, Helen & Daniel 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 - a cooking 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.  Helen participated and contributed enthusiastically, asking questions to show her curiosity and making connections to her prior knowledge. She 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

Helen, Katherine and Alysia's Maths Learning Story

Learners: Helen, Alysia & Katherine     Learning Coach: T.Dillner         Date: 29.7.15

Learning Area: Mathematics - Making Tidy Tens

Learning Observed

Helen, Alysia and Katherine all opted into a Curiosity Session (a lesson with a Learning Coach) about rounding numbers. As a group, we talked about how numbers that end with a 1-4 are rounded down to the ‘tidy ten’ below and numbers that end with a 5-9 are rounded to the ‘tidy ten’ above. The task that was set to allow them to demonstrate their capability was to use a Number House and a 120 Board. One person would show a 2-digit number on the Number House and the other person had to circle it on the 120 Board and then decide whether it needed to be rounded up or down. They had to circle the ‘tidy ten’ below it and the ‘tidy ten’ above it and decide which one to round to. The girls worked well together and showed they were confident with this concept, as evidenced in the video below.

Evidence of learning

Key Competencies/Vision Principles

Part of this task required the learners to manipulate and work with numbers, showing that they are capable of seeing the relationships between the digits (Using Language, Symbols and Texts). Helen, Alysia and Katherine had to come up with the numbers themselves. They had to think about how to use the equipment in a fair way - the final agreement was to pass the 120 Board and Number House around the circle. Everyone in the group was able to participate and stay involved (Thinking, Relating to Others).   To be successful, Helen, Alysia and Katherine had to collaborate and think about how they could challenge one another to test their new knowledge.

Next Learning Steps

Do this task again during Maths Daily 3 time - it will be perfect for ‘Maths with Someone’. Challenge each other to round numbers under 100 in their heads and then try numbers over 100.

Helen's iExperience Learning Story

Learners: Karis & Helen    Learning Coach: T.Dillner           Date: 1.5.15

Learning Area: iExperience - Social Science

Learning Observed

We have been working on understanding ANZAC Day and what the soldiers did in Gallipoli 100 years ago. This iExperience was called ‘An ANZAC Pack’ and related to Trench life and warfare in World War One. During the first session, Karis and Helen were completing research around life in the trenches and what the soldiers would have eaten. The learners were provided with a variety of links which they had to read and discuss. From this, they needed to record two facts that interested them. At the following session, they had to go through the information they had discovered, put it into their own language and prepare a slideshow or poster to explain their learning. Helen and Karis chose to create a poster.

Evidence of learning

Key Competencies/Vision Principles

Karis and Helen both demonstrated a lot of curiosity during both iExperience sessions. They had a device each and shared their documents in order to work collaboratively - they were able to both record facts and information on the same doc during the research stage. This helped them to manage their time well, as they were completed within the time given (Managing Self). Karis and Helen had to make connections between what was used 100 years ago and what is used today (Thinking).

Next Learning Steps

Think carefully about how to use space effectively on a visual presentation. Add a variety of information - including text, drawings, printed diagrams and captions.

Diamonds Maths Group Measuring Learning Story

Learner: Kim, Gary, Tristan and Helen (Diamonds)   Learning Coach: Bex Remington Date: 29 June 2015

Learning Area: iDevelop - Maths: Measuring Cubes

Learning Observed

The Diamonds maths group has been looking at measurement and how different units of measurement work.  This session was focused on how to make estimates and measure using objects found around the habitat.  The object we were using was popsicle sticks.  The group decided this would be a good thing to use because they are all the same length and not many would be needed to measure large objects.  Today we used an outline of Gary’s body to make our object to measure and the group decided which body parts we could estimate and measure.  The learners had to estimate how many popsicle sticks they would need to measure different parts and this started a discussion about whether the sticks should be used end to end or lying beside it each.  The group all decided that this would depend on the size of the object.  It would take too many to measure the length of Gary’s body if we did side by side but this method would be okay to measure the width of a finger.  The group agreed that this task was a fun way to learn about measuring because it was about them!

Evidence of learning

Key Competencies/Vision Principles

The learners in the Diamonds group are developing their capabilities in measurement.  They are able to discuss their answers showing that they understand language, symbols and text. All of the learners were able to work together and take on different roles within the task, which demonstrated participation and contribution and relating to others.

Next Learning Steps

Explore measuring other items using a mixture everyday objects Begin using formal measurement units Estimate using formal measurement units before measuring

Drama Learning Story - May 2015

Learner: Selestine, Rahi, ustin 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