Tuesday, 25 August 2015
Tuesday, 18 August 2015
Monday, 27 July 2015
Mathematic's Narrative Assessment
Learner: Jenny, Tammy, Suri, Ameerah and Ella Learning Coach: Mr Hattie Date: 28 July 2015
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Learning Area: Learning Habitat 2 - Numeracy
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Learning Observed
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Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Tammy was making sure that he always explained her reason why she gave that answer. Suri started off by calling out the answer but she quickly got the habit of discussing with her partner. Ameerah didn’t want to discuss, but when Jenny asked her what she thought Ameerah explained her answer. Jenny was great at encouraging others to contribute. Ella was very good at explaining the answer to those who struggled getting the answer this help those people to improve.
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Evidence of learning
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.
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Next Learning Steps
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The group’s next learning steps are to:
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Tuesday, 21 July 2015
Narrative Assessment - Literacy - 21 July 2015
Learner: Jenny Learning Coach: Miriam Kamsteeg Date: 21 July 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Today I for writing I modelled a story. The Learners helped me find the words on the table tent first “I went to the…”. The last word was “supermarket”. We worked together to record down as many sounds as we could. We wrote “spmkt”. The Learners then had to write their own story of where they went.
Jenny decided that she wanted to write that she went to the park. She copied down the first part then asked me for help with the word “park”. I said, “park, p, p, p”. She said “p!” and wrote down “p”. I then said, “Can you hear any other sounds? Park, k, k”. She said “k!”
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Evidence of learning
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Jenny was able to hear the beginning and end sound of a tricky word. I wonder if she is practising her writing at home?
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Key Competencies/Vision Principles
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Jenny developing her Capabilities in Writing. She is starting to be able to record down words and letters independently (Managing Self). Jenny had decided what she wanted to write about before she started (Thinking). She is beginning to write stories (Using Language, Symbols and Texts).
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Next Learning Steps
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Wednesday, 24 June 2015
Tuesday, 23 June 2015
Narrative Assessment - Math: Term 2
Learner: Jenny Learning Coach: Abby Morgan Date: 8 June 2015
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Learning Area: Math
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Learning Observed
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During our math workshops we have been beginning addition by identifying what numbers under 10 plus one more equal. We began by gathering 11 beans and two cups. Jenny was able to correctly collect the right number of beans and cups. I asked if she could solve 4+1 and recorded this on the whiteboard. Jenny collected four beans and placed them in one cup and added one bean to the other cup. I asked her how many beans she had altogether to which she told me five. Jenny was able to use her fingers and the beans to count from one to solve the equation.
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Evidence of learning
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Jenny is learning her facts to five.
I wonder if she practices this at home?
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Key Competencies/Vision Principles
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Jenny was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. She was applying her knowledge of numbers to extend her existing capabilities while using the correct mathematical language to communicate her ideas. Jenny was also utilising effective thinking skills to recall and apply new learning.
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Next Learning Steps
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Monday, 1 June 2015
Narrative Assessment - Writing
Learner: Jenny Learning Coach: Abby Morgan Date: 19 May 2015
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Learning Area: Literacy - Writing
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Learning Observed
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As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Jenny has developed her ability to accurately form the shapes and is able to identify most shapes when asked. Since beginning she has extended the number of letters she is correctly forming and is able to accurately justify why she has chosen her best shape. Jenny has made great gains in formation and positioning, within the next few weeks we will begin to put the shapes together to form letters.
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Evidence of learning
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Jenny takes great care in her writing and is focusing on accurate letter formation.
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Key Competencies/Vision Principles
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Throughout the Casey the Caterpillar programme Jenny has displayed the Vision Principle of Capable. She has demonstrated her ability to attend to a task and is developing her knowledge and skills. Jenny has also shown her ability to apply Thinking Skills, and Use Language, Symbols and Texts as identified in the Key Competencies. She applies known skills and knowledge with unknown (thinking) and is developing her ability to use the written english language.
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Next Learning Steps
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