Learner: Simeon, Ethan, Jeffa, Louis and Sanad 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 Simeon was making sure that he always explained his reason why he gave that answer. Ethan and Louis were on the same page in terms of his answers but wanted to get Jeffa involved and kept asking him what he thought. Sanad was a bit shy to start with but when he started to explain his thoughts to Simeon he opened up and got really excited when he got the same answer as Simeon.
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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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Monday, July 27, 2015
Mathematic's Narrative Assessment
Saturday, July 25, 2015
Tuesday, July 21, 2015
Narrative Assessment - Literacy - 21 July 2015
Learner: Sanad 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.
Sanad decided that he wanted to write “I went to my house”. He was unsure as to how to begin. I asked him if he could see the word “I” on the table tent. He said he could and wrote it down. Then we looked for the word “went”. He was able to write “to” all by himself. He then wrote “me” for “my”. He they asked for help on “house”. I asked him what sounds he could hear and he wrote them down.
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Evidence of learning
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Sanad is starting to record down beginning, middle and end sounds of tricky words. I wonder if he practises writing at home?
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Key Competencies/Vision Principles
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Sanad developing his Capabilities in Writing. He is starting to be able to record down words and letters independently (Managing Self). Sanad had decided what he wanted to write about before he started (Thinking). He is beginning to write stories (Using Language, Symbols and Texts).
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Next Learning Steps
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Thursday, July 2, 2015
Narrative Assessment T2 - Math
Learner: Sanad Learning Coach: Abby Morgan Date: 30 June 2015
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Learning Area: Math
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Learning Observed
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During math Sanad was collaborating with another learner to create numbers to 20 by using both sets of 10 fingers. He was able to create 17, 15, 13, 12, and 18. I noticed how quickly Sanad was able to accurately solve the problems and the support he was providing to his partner. After we had finished as a group I asked him some different questions. Sanad was able to tell me the 10 partners to 20 (10 and 1, 10 and 4, 10 and 6 etc.) without using materials (fingers).
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Evidence of learning
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Sanad was able to tell me without materials the ways we
could create numbers together to 20.
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Key Competencies/Vision Principles
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Sanad was using the school vision principles of capable during his learning time. He was extending his known and developing math capabilities. As Sanad learnt he was using the Key Competencies of thinking and using language, symbols, and texts. He used his thinking skills to solve addition problems and use correct mathematical language to express his ideas.
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Next Learning Steps
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