Learner: Helen    Learning Coach: Margaret Patrick       Date: May, 2016

Learning Area:  Clay- Visual Arts                             Narrative Learning story

Learning Observed

Helen was curious to explore the elements of clay: its texture and its ability to be moulded into a shape.She chose to be a member of the i Experience  Clay:Sticky-Tricky OR Plastic- Fantastic and collaborated with the other learners in the group. Helen had 2 challenges to create two items from a slab of clay. During the challenges she was continuously engaged in a reflection process examining ways to overcome failures and share newly discovered successful techniques connecting with others in the group. Helen created a flat plate and applied pattern to it and a 3D bird body shape which she had to join a round head shape and add parts like wings, tails and other details. During the process she learnt the techniques of hatching, using slip, and moulding when adding 3D shapes and motif pieces to clay. She used a range of clay tools and learnt how to store clay to maintain its peak condition for reuse, over a long time period. She used her thinking and curiosity to solve her problem of trying to form curved edges on her plate by using a bendable ruler to form a curve. She was very capable and was very pleased with the bird shape she produced.

Evidence of learning

Next Learning Steps

Being able to creatively use this medium in other areas of the curriculum in the future. Continue to make tiles and beads and create a totem pole in her time. Share her skills and knowledge with other learners who might like to use clay to depict/model their learning in the future.

Charlotte, Norah, Vivian & Helen's Chinese Lantern iExplore Learning Story

Learners: Helen, Norah, Charlotte & Vivian Learning Coach: T.Dillner           Date: 25.2.16

Learning Area: iExplore - Chinese New Year                                               Key Competency: Using Language, Symbols and Text, Relating to Others

Learning Observed

Helen, Norah, Charlotte and Vivian chose to complete an iExplore where they could make something to show their learning. When we began this, it was near to Chinese New Year and the girls opted to use this as their topic of curiosity. They were particularly fascinated with the Chinese Lanterns. To begin with, they needed to ask questions about how the Chinese New Year and Chinese Lanterns were connected. To do this, they focused mostly on using the 5W’s and 1H. After doing some background research, Helen, Norah, Charlotte and Vivian had to collaboratively agree on a method and set of materials that they would use. Finally, they made their lanterns according to their research and ideas, and added their own creativity too.

Evidence of learning

Next Learning Steps

Share this learning with another group of learners by making a presentation or video. Explain their choices of colour and materials e.g. why has a woollen tassel been added?

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'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.