Narrative Assessment

The 2nd GEG In The Whole History!!

On Friday 11th August 2017, Ormiston Primary and Ormiston Junior college hosted the 2nd EVER Google Summit!, known as GEG (Google Education Groups). On that lifetime day, OJC and OrmPS were exhilarated to be part of this event. But obviously, this year's GEG wasn't just with OJC and OrmPS there were many different schools joining us on behalf of GEG. We even had a school come from Rotorua just for GEG!

The LH6 learners all had a job or role to do on this amazing event that is being connected to technology. Most of the jobs were presenters, participators, IT monitors, sidekicks and more. I was the participator and I was basically attending other peoples workshops. There was also another group that sung waiatas to everyone attending. I joined this group so I could build up some confidence to be in front of lots of people. We sang Te Aroha and E Toru Nga Mea which I lead with my friend Natasha.

There were a variety of workshops getting run throughout the day. But the ones I had participated in was Young Ocean Explorer's, Breakout EDU and Stop Motion like a Pro. My first workshop was... The Young Ocean Explorers was about a father and daughter who were really passionate about underwater life. Their names are Steve Hathaway (Dad) and Riley Hathaway (Daughter). Steve was a underwater photographer and their story began with one project that Riley had to do at her school. She called it "Save The Turtles" and from that Riley and Steve have been out exploring wondrous creatures that maybe some people didn't even know about. That was one of my favourite workshops because I love absolutely everything about underwater life and to stop pollution or rubbish from being thrown in waterways. My second workshop was.. BreakoutEDU. The Breakout was about the movie and book 'The BFG". Their were clues and locks to solve and discover to find an answer or treasure. We didn't quite finish the Breakout but it was SUPER fun!! My third workshop was.. Stop Motion Like a Pro. I liked this workshop because I got to learn about different techniques and apps to help with stop motion. My second workshop was... Breakout EDU. Breakout EDU is like a puzzle or quest to unlock a mystery or clue. This Breakout was based on the story or movie 'The BFG'. 


My next steps would be to try out different workshops next time that I wouldn't go to normally. 

                                                               THANK YOU!!

Narrative Assessment

Narrative Assessment

Narrative Assessment - Pavlova

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.