Google EXPO

In the Google Expetdiction we went lots of places we use Google cardboard to go to places what is a Google cardboard well a Google cardboard is like a phone with a cardboard to hold threre was a grey thing for the zoom button I was like how can we zoom in? Then I pressed it hardbut not yo much then 

I was zoom in

Imran, Lim Hor, Richard: Rights and Responsibilities/ Citizenship

Learner: Imran, Lim Hor, Richard    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Lim Hor is participating in an iExperience session. This particular session focuses on learning about Rights, Responsibility and Citizenship. For this topic the learners are given the task of creating their own country. Today the first part of the task includes deciding on a name, emblem and motto for his country. To accomplish this task Lim Hor has to use Key Competencies such as understanding language symbols and text. In order to create a name, emblem and motto for his country he has to show curiosity by researching how existing countries around the world got their names, emblems and mottos. By using the internet to research Lim Hor shows that he is capable of using technology to execute a given task. Lim Hor is also being collaborative because he is working in a group with two other learners. His group is brainstorming ideas together for what the name, emblem and motto of their country could be.

Evidence of learning

Brainstorm for country name, emblem and motto

Next Learning Steps

Decide with his group on one of the names, emblems and mottos they brainstormed to be their final choice. Publish the country’s name, emblem and motto on a good copy. Learn about the contents of a national anthem and write one for the country he created with his group.

Learner: Amin, Lim Hor, William and Nathan    Learning Coach: Margaret Patrick            Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was called “ The Sucker”. They  heated a small amount of water in a bottle in a microwave, tipped it out, then plunged it into a container of cold water. The water rushed up filling the bottle. This phenomenon they discovered relied on the scientific fact that hot gas (steam) takes up more space and when it cools it contracts causing a vacuum. Refer to the video link. Amin accessed all the materials for the group’s experiment from home.The first time they did the experiment they expected the water to rush up quicker into the bottle. They decided to add colour to the water to make it easier for others to see the water moving for when the did their presentation. All of the learners could field answers to questions.They set up a shared slideshow to record their learning.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Mihi Learning Story - August 2015

Learner: Lim Hor                                                                Learning Coach: D Wilkes

Learning Area: Maori Animals & mihi                                  Date: Term 3

Learning Observed

This term our overarching theme has been collaboration and Lim Hor has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability.  To kick the term off Lim Hor was on a team of learners who had to collaborate to complete various challenges.  During Maori Language week the learners rotated through different experiences to extend their knowledge of Maori words and phrases. Lim Hor was able to practice  vocabulary of animals in Maori using an online game. He also began to think about his digital mihi and visited his Learning Pathway.  He still needs to show his learning of the words and phrases by applying them his own mihi. Lim Hor would approach the Learning Coach to ask questions and clarify ideas and had fun playing the animal game.

Evidence of learning

Key Competencies/Vision Principles

Lim Hor was enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with others. At times, he asked for help and didn’t hesitate to check for understanding with other learners. During the animal activity I observed some good questioning and problem solving strategies eg. some animals sound the same in English and Maori. As his mihi is not complete he will need to persevere to get it done to show a strong desire to develop his capability in this area. He is able to make connections to what should be in his digital mihi in Maori- drawing on new learning and prior knowledge.

Next Learning Steps

Complete the mihi in your Learning Pathway on the About Me page asap. Practice Maori Animals with these Games: http://www.digitaldialects.com/Maori.htm

Lim Hor and Cassandra's 3D Shapes Learning Story

Learner: Cassandra & Lim Hor    Learning Coach: T.Dillner           Date: 5.8.15

Learning Area: Mathematics - 3D Shapes

Learning Observed

Cassandra and Lim Hor all opted into a Curiosity Workshop (Teaching Session) about the features of 3D shapes. The workshop looked at the three main aspects of 3D shapes - edges, faces and vertices. Cassandra and Lim Hor had to select a shape at random from the box, and within their group, had to discuss how many edges, faces and vertices each of their shapes had. We compared the different shapes as a large group after everyone had had the chance to discuss with their buddies. The three of them were able to share their learning confidently with everyone. Afterwards, the learners had to complete this online task to collaboratively launch the rocket. This was only possible if they applied all of their 3D shape knowledge.

Evidence of learning

Cassandra and Lim Hor discussing the faces, vertices and edges of their shapes.

Key Competencies/Vision Principles

Cassandra and Lim Hor shared their ideas to their group, displaying their capability of using the correct terminology of faces, edges and vertices to describe shapes (Using Language, Symbols and Texts). As well as this, they were able to apply this knowledge to the Follow Up task to successfully apply this knowledge by collaboratively solving problems and puzzles, and organising, ordering and categorising various three dimensional shapes (Thinking).

Next Learning Steps

Teach another learner this information. Look at more complex shapes like hexagonal prisms, spheres, cones or pentagonal spheres.

Lim Hor's iExplore Learning Story

Learner: Lim Hor     Learning Coach:  T.Dillner          Date: Term 2

Learning Area: iExplore - Football

Learning Observed

When he started at Ormiston Primary School, Lim Hor began an inquiry at iExplore time. He chose to do this about football. Lim Hor’s first step was writing questions about what he would like to find out about football. He needed some guidance with this as he was writing questions that he already knew the answer to. We talked together about how he didn’t know who invented football and that was his first question to answer. As he continued, Lim Hor found out information and recorded it on his daily log sheet. He then used this information to start making a poster. He decided that it would be fun to have flaps with the question on the top and the information underneath. Unfortunately, Lim Hor didn’t get this finished which was sad as he had a lot of time to work on it. He presented the work that he had to our Hapu group on the 3.7.15

Evidence of learning

Lim Hor cutting pieces to go on his poster (photo taken 10.6.15).

Key Competencies/Vision Principles

Lim Hor was curious once he had some direction about how to ask and answer questions. He wanted to show this curiosity by adding extra parts to his presentation - he had started making a clay soccer ball too. Lim Hor asked me a lot of questions during the process (Thinking). Lim Hor shared presentation ideas with other learners - he shared his idea of lifting the flaps with one other person, and used the idea of having something made of clay (which another learner had done). This showed that he had some ability to collaborate on an individual project (Relating to Others).

Next Learning Steps

Finish his next iExplore learning journey on time. Use the expertise of other learners to answer some of his questions instead of seeking out help from a Learning Coach.

Lim Hor's Maths Narrative Assessment

Learner:    Lim Hor (mm)                                                 Date: June 2015

Learning Area: Maths - Measurement                                Learning Coach: John Dyer

Learning Observed

Lim Hor was recently working as part of a big group on a measurement task. He first applied his previous measurement learning experiences to this task and approximated sensibly. Lim Hor then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Lim Hor was able to use his place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see Lim Hor being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Lim Hor carefully wondering how to estimate and measure using non-standard units of length… and wondering why he ended up with the small stick!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Apply learning around measurement of length to other areas of measurement including weight and volume. Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.

Literature Circle Learning Story - Verbs Group

Learner:   Kimba-Jo, Christian and LimHor (Verbs)                            Date: June 2015

Learning Area: Literacy                                         Learning Coach:Diana Wilkes

Learning Observed

All learners require literacy skills in order to be contributors and active participants in society. We believe that learners must study, use and enjoy language and literature when communicated orally, visually or in writing.  We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop.  We began by learning about how to select and why to select a ‘Best Fit’ book- please ask them what book they are reading and how they knows it is a best fit on a regular basis.  Kimba-Jo, Christian and Lim Hor  are new to the Habitat and have been learning how our ‘book club’ works.  The Verbs group was introduced to an online book resource called http://booktrackclassroom.com which they can access anytime online. 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.  They are developing confidence at sharing in our meetings and contribute in the discussions with prompting.

Evidence of learning

Collaborative Literature Circle Document - Verbs   Snippet of Meeting

Key Competencies/Vision Principles

Kimba-Jo, Christian and Lim Hor are showing Connectedness by relating their work to the text we are reading. They are relating to others well by remaining respectful while others speak and they are Collaborative when they are participating in the discussion.  They are 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 Visit booktrackclassroom.com often to read new books Prepare for the Literature Circle meetings in the collaborative google doc and act on the feedback immediately Ask for help when unsure and manage time wisely