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.