Harry's Blog

Learner: Harry     Learning Coach:  T.Dillner          Date: 24.11.15 Learning Area: iDevelop - Literacy Learning Observed In the Yoyo’s group, the learners were thinking about connecting their understanding of vocabulary. The task provided them with an adjective or noun and they had to quickly think of three things that matched that word. For example, the provided word was ‘red’ and they could have written apple, fire truck and tomato. Harry chose to work collaboratively with a buddy, and together they came up with their ideas. He would come and show his work to the Learning Coach to get confirmation that he was doing the right thing. At times, he showed that he could be curious by thinking of words that were more diverse and creative, and other choices were more simple. Evidence of learning Next Learning Steps Complete the second vocab sheet when he has time. Compare his words with ...

Learner: Harry Lang                                                             Date: October 2015 Learning Area: Project Based iExplore              Learning Coach: John Dyer                  Learning Observed Harry and the Yoyos are on a mission to make our school a better place to learn and play. Over the past 2 weeks we have been researching, brainstorming and planning projects to carry out during Term 4 and beyond. There has been much excitement about the projects and how we can bring some of them to life. One of the projects Harry ...

Learner: Harry Lang      Learning Coach:  J Taylor        Date: 21/9/15 Learning Area: Draw it Learning Observed Harry chose ‘Draw it’ for her iExperience in Wk 3 - 6 Term 3. He was to show his design firstly by carefully sketching the animal he chose in detail on paper along with information about this animal. He used the internet to find the information and a picture to help him draw his animal which is a Spider Monkey. He was then to do a final drawing (see below) of the Monkey. He has used great detail and also some of the Monkeys habitat to complete his drawing. Harry finished his task on time and was able to explain to others about the Spider Monkey and it habitat. Evidence of learning Key Competencies/Vision Principles Harry showed he had the curiosity to find an animal that suited him. He collaborated well with the other students in sharing and helping. Harry was able to connect to his...

Learners: Joshua & Harry     Learning Coach: T.Dillner            Date: 21.9.15 Learning Area: Technology - 3D Printing Learning Observed Joshua & Harry chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Joshua & Harry decided on creating a dice to use in a game. Joshua & Harry had to use the website TinkerCad to design their dice. They had to use the pre...

Learner: Harry Lang                                                              Learning Coach: D Wilkes Learning Area: Collaboration                                              Date: Term 3 Learning Observed This term our overarching theme has been collaboration and Harry has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability.  To kick the term off Harry was on a team of learners who had to collab...

Learner: Harry     Learning Coach:  T.DIllner          Date: 18.6.15 Learning Area: Social Science - Matariki Learning Observed While the Year 5 and 6 learners were at the Marae, the Year 3 and 4 learners spent the day finding out about Matariki - the Maori New Year. The learners watched and listened to the story ‘The Seven Stars of Matariki’ which was read by the author. From this, they were able to understand the background information about Matariki and how it came to be. One of our activities was kite making, as it represents how Maori people used to try and reach the seven Matariki stars. Harry worked with Nima to design his kite. He thought carefully about how he would like to design it and could describe the importance of adding stars to his kite. He showed me how he could draw stars by using 5 continuous lines without taking his felt off the page. Harry was focused and on task, showing careful...

Learner: Harry, Tristan and Kevin     Learning Coach: T.Dillner           Date: 2.6.15 Learning Area: Learning Observed The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Harry, Tristan and Kevin chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns. Evidence of learning Key Competencies/Vision Principles All three boys were beginning to...

Learner: Harry L          Learning Coach: Bex Remington          Date: 25 June 2015 Learning Area: iDevelop - Maths Learning Observed Harry had learnt to count on from the biggest number on materials (either counters or fingers) so now it was time for begin adding on by creating images in her head.  He starts with a picture of the biggest number and then adds on by imaging more counters being added to his big number.  We discussed that sometimes it is easier to close our eyes and nod our heads as we count on.  Harry can now use this technique with confidence and has moved on to adding numbers by grouping 10s.  Harry is able to add bigger numbers by creating groups of 10 first and using his facts to 10. Evidence of learning Photo 1: Harry concentrating hard on remembering the number and counting on in his head Photo 2: Harry making bundles of 10 with popsic...