Narrative Assessment

                                             Link to google document

Narrative Assessment

Link to Google Document

Narrative Assessment

Narrative Assessment

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 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.