Ormi kids

                                                                Ormi kids

Today I wanted to talk about ormi kids which is the after school care which is obviously after school. So I go to the after school  programme and we settle everyone down and then we do news time where kids do news about something they did so this week I did news about my birthday and what I got. So after that we wash our hands and we do snack time where we can have snacks such as biscuits, cracker and cheese, muesli bars, Nutella and peanut butter and something we call fancy bread which is bread which is fancy that's a funny name for bread it is funny for me but I don't know if it's funny for you. So after snack time we have free play where you can guess by the name. So at free play we can play with the equipment they have and the games. After that we do homework and library time where we do homework that our learning coaches set for us such as on Mathletics or on Bug club. The little kids from Learning Habitat 2 and Learning Habitat 4 read their book that they got from their learning coach. So after some time we do 3 or 4 or more minutes of free play sometimes because after we do an activity so the people who make the activities for us is silver eye which I guess is a big company. So their are varieties of activities for us to do so on Monday we do arts and craft, on Tuesday we do an activity on teamwork, on Wednesday we do science, on Thursday we do cultural and quizzes which is quizzes which are cultural. So on Friday we do creativity which is kind of like our arts and crafts day. So last week we did gravity work on science and that interested me so I did it. After the activity we have another type of free play until your parents come to collect you

Diwali and my birthday.

                               Diwali and my birthday:)

Today it is a really special day for me because today their are 2 celebrations which my family will be celebrating. So the first one is Diwali which is a festival of lights. So on Diwali the indian people put light around their house for the great festival of lights. We make sweets for the visitors who will be coming to our house to talk about things and have the sweets. So also today is also special for me because today is my Bday which is birthday. I got cuddles from my sister, my dad and my mum. I got a birthday card and it is hannah montana which I don't like but it was pretty. I got some presents from my mum and my sister gave them to me. So I got a Sofia the first pencil case, a pack of tattoo gel pens and it also includes a stencil so that is basically like you put the stencil wherever you want a pen tattoo and then you colour in with the pen where you put the stencil on your skin. I did that and I had to wait for 10mins for it to dry.

Our iExperience with Ms Wilkes, Mrs Chetti and Mr Dyer.

                                iExperience with 3 learning coaches.

This week for iExperience we were learning about our personal identity. So we had our topic book and on their we had to make a little picture of ourselves. Next we had to write.... What makes me...Me under our little picture and then we had to write lots of things about us such as what you like and what is your favourite sport and also what do you mostly enjoy. I wrote A LOT. Well for me I thought I wrote lots. I wrote stuff like what my name means which means lucky and auspicious. Who are my friends and who's my favourite learning coach which is obviously Mr Dyer. I wrote when I was born. I wrote that ''I love OrmPs'' and ''I love JBS which is jean batten school.

Our iExperience with Ms Mcann

                                Our iExperience with Ms Mcann

This week we were working with one of our new teacher aid's called.... Ms Mcann. She is really nice to me and Justin V who is my best friend. This week we were working with her on aboriginal people and native Americans and the art they used to do. I think on Monday we were looking at aboriginal people. A little bit about aborigines are ...1.That Aboriginals are the native people of Australia. 2. The aboriginal name is derived from the Latin language. 3.It means original inhabitants. They are mainly located in Tasmania.4. Many experts believe that the Australian aborigines migrated 30,000 years ago in Asia which is a pretty long time ago. 

Shreya, Sally, Natasha : Rights and Responsibilities/ Citizenship

Learner: Shreya, Sally, Natasha    Learning Coach:  N.Denuwara         Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Shreya  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 her country. To accomplish this task Shreya  has to use Key Competencies such as understanding language symbols and text. In order to create a name, emblem and motto for her country she has to show curiosity by researching how existing countries around the world got their names, emblems and mottos. By using the internet to research Shreya  shows that she is capable of using technology to execute a given task. Shreya  is also being collaborative because she 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 her 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 she created with her group.

Our iExperience with Ms Denuwara

This week the year 4's were learning with Ms Denuwara about rights and responsibilities in our habitat and in our school. One right we have in our habitat is to use devices and a right in the school is that we have a right of bringing out own device. A responsibility we have in the habitat is to clean up your messy and a responsibility we have in the school is to make people feel welcome. After a little talk about that we had to design our own country. HOW COOL WOULD THAT BE!!!. Like your own country. We had to get into some groups and in my group I had Natasha, myself and sally. Then we had to think of some names for our dream country. Out dream country was Disneyland well you might be wondering Disneyland is already an existing place well we wanted to make it into a whole country. That would be AWESOME!!. After that we had to design our own motto and emblem. Our motto had to be 1-5 words long. Our one was "safety and peace for all". Next we had to make a draft of our own national anthem. So as our NZ national anthem is we had to Change it a little bit. After our draft of our national anthem we got to draw it on a nice copy. We are still on our good copy. After that we had to design our flag. We are not on that part yet though it's about what you like. Lastly is the laws. As I said on the flag we are not on that part yet but we will try to hopefully. 

Shaun, Nehaal, Shreya, Natasha and Amin's Fractions Learning Story

Learners: Shaun, Nehaal, Shreya, Natasha & Amin     Learning Coach: T.Dillner/K.McCann           Date: 16.10.15

Learning Area: iDevelop - Maths

Learning Observed and Vision Principles

In Maths, the Green group has recently been learning about fractions and how these can be represented as a shaded area of a whole or as a numerical value (decimal). Shaun, Nehaal, Shreya, Natasha and Amin were given a set of cards to make sets to represent all of the different ways to show a fractions value. They all showed that they were curious about this concept as they remained engaged with the task, giving their full attention to seeing it through to the end. All five learners had to collectively share their knowledge and collaboratively match all of the cards correctly. From this, they were able to see the connections between the different ways a fraction can be recorded.

Evidence of learning

Next Learning Steps

To build on this collaborative knowledge, take the time to complete other Capability Tasks independently which will solidify new learning. Be sure to ask questions to clarify thinking when needed. Teach this concept to another learner or support them in their learning if they are confused.

Last week's sports and art

                                         Last Week's Sports and art


Last week on Friday we did sports and P.E. In the past weeks we have been designing our own sports.We had many different ideas from Mrs Dillner and Mr Dyer. We were put in some groups. We had to had to think of a game that could involve collaboration. In my group their was Justin L, Shivin, Nehaal, Myself and Natasha. We thought of doing end-ball but in a different way. When we were doing sports we didn't do end-ball but we thought of doing it. We had to plan our sports game. So each group got a piece of paper we wrote down what will be the equipment we would need, the rules and the teams. So as on Friday we went downstairs to the multi space and we got the equipment which was on our sheet. After that in our groups we had a practise of our game. Their were some other places we could go to practise such as the multi space, the courts and outside next to the scooter and bike racks. We played so as we had only 5 people in our group well you might be thinking it must've been a girl VS boy but unfortunately In my team we had me, Natasha and Justin L. Also in the other team their was obviously Shivin and Nehaal.  For art we were doing our post art which is about our posts outside our school and we will be painting them and they will be staying their FOREVER!!!. I know right that's really cool.So we did some drafts of it and then we had to paint it not on the posts just after the drafts well on a piece of paper. Their were 3 categories. 1. It was ''me" which is something you like so for my one it was a kite because I like flying kites in the park. 2. Something that's represents New Zealand such as the kiwi and the koru well I did the kiwi for mine. Lastly 3. Is your culture. For my culture I did a half because I am indian and and I was also born in NZ. So for indian I did a snake and some sweets because their are some snakes in india and lots of sweets in india. So on the first draft we had to draw our pictures and we ALWAYS!!! got the warning of DO NOT MAKE IT TOO SMALL!! because it was obviously going on the posts so we can't make it too small . After our drafts was to colour it in. It took lots of time. After that we were painting it was quite fast painting. Then we had to glue them into our books when they were dry and then after we had to write 3 why's which for me was Why did you choose a kite?, Why did you choose a kiwi? and Why did you choose a koru necklace and sweets including the snakes. That was the whole process I guess. Atleast I finished my drafts, coloring in, painting and my 3 whys. This is the end of my blog post. 

                                                            Thank you

Science and technology competition

                  Science and Technology competition

Last week on Wednesday there was a science and technology competition. The technology competition was for the year 5&6's and the science competition was for the year 3&4's.Both competitions were at point view primary school. Well I am a year 4 so I went to the science competition. In our team we had Aaron, Kim, myself, Karis, Selestine and those are the people I can remember. Over their we versed some other schools such as mission heights primary school and so many more. It was based on a card game called top trumps. So it still was a science competition the theme of the top trumps was science.There were some homemade cards and a video game and our team won on the video games their were some normal cards. I thought they'll do something about science. We had some rotations to every single one of them. At the Technology competition they had to try and make a bridge out of different kind of materials. Well I wasn't their so I don't know any other thing about that. In the technology competition our school came 5th place which is pretty good. But I am not too sure about the science competition I think we also came 5th. At the end of the science competition their was a boy who counted up all the school's points up and the winning team would get a trophy. Mission height's got the trophy. I'll tell you why they got the trophy well mostly they had told us from the beginning. So they got it for teamwork and the people who are playing fair which is mostly honesty and many more ideas for the trophy. Well the rest of the teams got to pick a top trumps pack and from our tea we got Aaron to choose it for our team and he got the monsters inc.

My iExperience

                                                          My iExperience
Photo showing Makey Makey
Last week it was iExperience which is like we have these sign up sheets and we have to choose which experience we would like to do and some of last weeks were. 

1. Ormibots. Which was making our own robot and they were being tested.

2.  Makey makey. Makey Makey is when you take a thing and you can use it. Such as a banana I have seen people using bananas and they put wires into them and they sometimes use it as a keyboard or game controller.

3. 3d printing. At 3d printing they were making something using Tinkercad and the learning coach who was with them she has a computer and then she 3d print's it from her computer to our 3d printer and it is made out of plastic well that is pretty interesting.

4. Lastly is Myth-busters. Well I was in myth-busters so I could tell you a  little bit more than the other. Well in myth-busters we did several of experiments well some of them were the disco fruit, magic balloon, the ice lifter, and the mega sounder known as the banging fork so how we did this was like we took this ball of string and then we cut it enough to twirl around your finger and hold it next to your ear and then take a fork and then tie the string around the fork. After you need to have a metal surface and then bang the fork on the metal and then you will hear this sound. When I did it it sounded like a starter of a fairy tale.

Shreya' s Writing iExplore Learning Story- September 2015

Learner: Shreya                                                                 Learning Coach: D Wilkes

Learning Area: Literacy and 4Cs                                      Date:  Term 3

Learning Observed

Shreya has been diligently completing her iExplore on teaching others how to write a story.  She has been researching, refining tips and creating a helpful presentation for others to use to learn and improve their storywriting.  Shreya has learned to give credit to her sources of information, how to make slides viewable to an audience and has practiced her own advice by writing stories herself.  She is going to present her learning to our group in Week 8.  Shreya has responded to feedback from Learning Coach and learners in our conferencing sessions and is open to ideas.

Evidence of learning

iExplore Conference Doc (Slide 10) - See the presentation below

Key Competencies/Vision Principles

Shreya has shown she is collaborative when sharing her research and receiving feedback. She has demonstrated her capability in the example stories she has shared.  She has made connections to her prior knowledge and writing experiences.

Next Learning Steps

present to our group write a blog post about your experiences create a quiz using kahoot to check for learning from the focus group put the presentation into your Learning Pathway as a learning artefact and share it with your family

Habitat hui

                                                      Habitat hui

                               

On Monday last week it was habitat hui. Habitat hui is when our class comes together and we have a little assembly. In the other habitat hui's our learning coaches(teachers) were presenting habitat but on Monday we had 2 learners present habitat hui for us. There names are jasmine and Vrishti. Now I will tell you how our habitat hui runs. First we have notices such as about rubbish or uniforms. Secondly we do certificates. Our learning coaches hand out certificates for collaboration or our fish philosophy followers. Our fish philosophies are choose your attitude, make someones day, be present and  playing with fun. Along with the certificate we also do Caught being oresome. At our school we call awesome oresome because it starts with or midtown on ore. So basically the caught being oresome box is when some of our learning coaches draw out some tickets which people try to earn by doing good deeds. Some people ar lucky enough to get their name drawn out of the box. I always win!!! But now I don't really. The people who get their name drawn out they get to pick 1 prize. If your name gets drawn out of the box 2 times then you get to choose 2 prize and so on. That how our habitat hui runs.  

GAFE summit practise.

                          Google Apps For Education summit practise

On Tuesday 11th August some learners were presenting their presentation for Wednesday because those learners who were presenting along with some other people they were going to point view school to help other people know how to use google apps.The people who were going to present they were practising it on us. There were some categories for where the people would want to go. Even though I was not presenting nor I was going to watch them. I went to the blog session. The sessions were actually workshops. The other ones were our habitat website, our google sites and our learning pathway. On the blog we played a game from dog with the blog and we wrote on a pad sheet what we think blogger is. We also did some other activities. It was really fun I wish I could've had gone.  

Our trip to the zoo

            Trip to Auckland zoo             On term 3 Thursday we went to the zoo because we were looking at collaborative so we are looking at animals. We saw lots of amazing animals.My favourite animal was the elephant because it was interesting to know about them. There names were Angalee and Burma. We learnt lots of things about animals since we were learning about animals at school. We saw a elephants tusk. It was so long it had a little face carved on it. We also saw a elephants tooth. IT WAS SO BIG!!!!. I also learnt that some people cut of elephants tusks and then make them into jewellery and the elephants tusk is made out of ivory.

Maori language week

                            Maori language week.

On week 2 term 3 it was Maori language week. On Monday we learnt about animals and how to say their names in Maori. We also finished our digital Mihi which is a greeting. On Tuesday we did a rotation, first I went to my hapu leader we did a pic collage. We first read a book of maori words and translates to english. The words that were difficult to say for us we had to take a photo of it and then insert it to our pic collage. On our second rotation we learnt about adaptation. Adaptation means the process of change by which organism or species becomes better suited to its environment. Our third rotation was Waiata's with our third and last learning coach known as teacher we learnt three songs. We learnt Te Aroha with sign language and how to sing it. Our second song is worlds greatest.  Our third song is wairua tapu tau mai ra. Lastly our fourth song was e toru nga mea. On Wednesday we made a capybara with clues but no one knew it. Everyone drew what they thought what a capybara looked like. On Thursday we went to the zoo. On Friday we did sports and art. For art we did post art. I enjoyed maori language week.

Shreya's Food Chain Learning Story

Learners: Christian, Sadeen, Samantha, Richard, Divya, Shreya     Learning Coach: T.Dillner           Date: 22.7.15

Learning Area: iExperience - Science (Food Chain)

Learning Observed

At the moment, the learners in LH1 are looking at Animals and their various features. Today’s session was looking at the Food Chains that are formed by NZ plants and animals - both native and pests. The learners had to examine a set of animal pictures and come up with a system of organising them according to who would eat what. They had to transfer the name of the animal to a strip of paper and connect them to the animal/tree that would eat them, eventually forming a chain. Christian, Sadeen, Samantha, Richard, Divya and Shreya worked collaboratively to strategise a way of organisation. They assigned each animal a strip and laid the photo on the top. When they had established the bottom of the food chain (invertebrates), they matched up the rest. When a tree/animal had been incorporated, they removed the photo to eliminate it from those that remained. Their final food chain was showing the relationship between invertebrates at the bottom of the food chain to feral cats at the top.

Evidence of learning

Working together to create a method to classify the animals in the food chain.

Key Competencies/Vision Principles

Collaboration was the main focus of this task. The learners in this group worked well for a majority of the time they were given. They did work together to figure out how to group the animals, and mostly worked together to create the chain. There was some stress at the end to get it finished on time though. (Participating & Contributing and Managing Self). To complete the links in the chain, the group had to work out the connections between the animals by thinking about their needs, physical size/shape, and diets (Thinking).Their chain showed some of these connections as it was not completely straight, it had extra links added in on the sides.

Next Learning Steps

Continue to independently focus on collaborative behaviour: How do we speak to one another? How do we make sure everyone has a turn? How can we involve people who could contribute more? Find reading material/research that could inform them of different food chains e.g. marine food chains.

My collaboration post

This is a picture that represents Collaboration

   My collaboration post

Today I am going to talk about what collaboration means to me. First thing is that working together as a team is being collaborative. My second idea for collaborative is the action of working with someone to produce something like your school project or doing a challenge. My third one is being collaborative is the same as being cooperative.these were some ideas for collaboration. At our school this term we have been learning about collaboration. On the first day of term 3 we of school we did a collaboration challenge part 1 at our block in the morning. On the second block which was in the afternoon we had collaboration challenge part 2. Both of them were really fun. But the main  thing about the challenge was that we were being kind and nice to each other especially if there were new learners.

Shreya's Collaboration Learning Story - July 2015

Learner: Shreya                    Learning Coach:   DWilkes      Date: 20-07-15

Learning Area: Key Competencies (Collaboration)

Learning Observed

On our first day back in Term 3 we had a super day of “Collaboration” immersion activities.  While the learners worked on the Collaboration Challenge in mixed ability, mixed year level groups they collaborated on a variety of tasks which encouraged discussion, problem solving, perseverance and teamwork.  It was great to observe Shreya as she was very engaged in the tasks, demonstrating patience, sharing and teaching others.  I noticed that Shreya took a lead both in supporting our new learner Daniel and during the first challenge in writing the acrostic poem as well as with using the Pic Collage App to record all of their challenges.

Evidence of learning

Acrostic writing challenge                                   Pic Collage challenge

Key Competencies/Vision Principles

Shreya enthusiastically embraced the challenge demonstrating collaboration strategies such as asking questions and making decisions together.  This activity challenged her and her team to develop their problem solving skills (Thinking).  Shreya definitely related well to others and managed herself to maximise their collective learning.

Next Learning Steps

grow her capacity for collaboration by working with learners and practicing reflective listening use a new digital tool like Storybird to write a collaborative story taking her time to explain her ideas to others in a loud clear voice and taking think time after a question is posed

Shreya's Mathematics Narrative Assessment

Learner: Shreya   (cm)                                                 Date: June 2015

Learning Area: Maths - Measurement                             Learning Coach: John Dyer

Learning Observed

Shreya was recently working as part of a big group on a measurement task. She first applied her previous measurement learning experiences to this task and approximated sensibly. Shreya then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Shreya was able to use her 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 Shreya being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Shreya is collaborating with Karis to estimate the length of the room but is so busy smiling for the camera, that she misses Karis stealing away the longest rod and leaving Shreya with the smallest!

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.