Tuesday 15th March iReflect

I love playing T bat ball because I always play that game with my dad and in school too because that is my best favourite game in the world I hit the ball it so far and run around and my team got 7 runs and the other team have 3 runs so my team win and other team loser

What?

i like play Tball outside

So What?

 because we are practicing sport

Now What

nextweek i want to do lots of exercise to make 6 pack

Learner: Seth Myburgh    Learning Coach: Kaori Kobayashi                Date: 4/3/16

Learning Area:   Reading Narrative Assessment

Learning Observed

In shared reading, Madagascar Deaf learners have learned not only to read the text but also to translate into NZSL.  It is important for Seth to understand the story well as he is unable to translate into NZSL if he does not know the story well. Seth was curious to learn unknown words and examine them in the English dictionary and NZSL dictionary.  If he was not sure the meanings in the dictionary, he asked his learning coach and/or the NZSL interpreter what it means. He worked collaboratively with his buddy and was capable to share his understandings with him.  He is developing to use correct NZSL grammar while retelling the story.   When discussing about the ending of the story, he connected his own experience and found unique idea about how we can stop teasing in the classroom.  Seth shared his unique idea with his peers confidently.

Evidence of learning

Next Learning Steps

Understand the difference between English and NZSL Develop his NZSL grammar skills Learn to improve his leadership skills

About your self:



Seth Myburgh
I'm 11 years old
My family is Jesse- dad, steff-mum, Lloyd-stepdad and a cat name casper
I live at 6 Buckland beach
My favourite sports is running race, soccer and skateboarding
My favourite subject is big hard maths and PE
My best favourite food is Vanilla cake mmmmmmmmmmm!!!!!!!



                           

      

Learner: Seth Myburgh                  Learning Coach: Margaret Patrick          Date:3.12.15

Learning Area: Reading Narrative Assessment

Learning Observed

Seth is buddy reading with Jona from  LH 2. This happens every Wednesday. The junior learners join the senior learners in LH5. We start off with talanoa in groups on the whariki on the floor and follow the protocols of talanoa. The learners then find a partner and they both take turns reading a familiar text to each other. We started this in Term 3 and when we gathered some student voice they all said they really enjoyed it and wanted it to continue. The learners really look forward to this each week. The older learners are great at clarifying signs or intonation for the younger learners. It is great for them to take on “the expert” role and see them nurturing the younger ones  along as they read.I have noticed that the older learners love to go back to our shared reading texts. They demonstrate how confident they are at using what was “new” vocab when we were first reading the books and developing our reading strategies. .You can see them explaining what the words mean and modelling asking questions related to the texts that they have experienced during our shared reading sessions The younger ones love it as they get to sit with the “big” learners and experience seeing them reading confidently and being excited about the text they are sharing.Maybe they are thinking.. “Here is a reader to aspire to.I can be be like them as I get older”.

Evidence of learning

Key Competencies/Vision Principles

Seth is displaying an increasing level of thinking, while using language symbols and text . He is connecting with a junior learner and sharing his expertise and enthusiasm in reading. He is demonstrating his capabilities and becoming the expert and teaching others.

Next Learning Steps

select a different learner each time work a. prepare a text in advance video themselves  and their partner and review it together write a reflection of blog about buddy reading. discuss ads o group what reading strategies they see the younger learners using and what type of help/support they needed to give. set up a time when they could have turns reading to themselves in an audience situation as one of the weekly reading design activities.

                        

Learner: Seth Myburgh          Learning Coach: Margaret Patrick          Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Seth is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would  help him decide what type of maths operation and equation he needed to do. He drew a place  value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.

Evidence of learning

Key Competencies/Vision Principles

Seth is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was  making  connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.

Next Learning Steps

be able to work independently with a word problem requiring him to find the difference and use renaming and record in standard vertical format. take 1 ten and rename as ten ones and subtract the number without physically changing the ten block into 10 one blocks  and rely on his knowledge of basic facts to 20. eg 15-9= 6 be able to subtract  finding the difference with 3 digit number requiring renaming of hundreds as tens.

MKR Cake in a Cup Narrative

Learner: Seth                                                      Date: 1/9/15

Learning Area: iExperience - Science and Food Technology                                        Learning Coach: John Dyer

Learning Observed

A recent iExplore combined learning around the properties of baking soda and how we can apply this to a baking context. Seth made observations of the reaction that occurs between baking soda which is a base and vinegar which is an acid. He made predictions about what would happen and enjoyed seeing the chemical reaction occur as vinegary goodness shot into the air! Seth then teamed up with Mohammed in a My Kitchen Rules Extravaganza, with teams pitting their wits against each other to produce the world’s greatest ‘Cake in a Cup’ Seth was able to follow instructions and use creativity to make and decorate his masterpiece. The end result was scientific understanding, real life application and a final dose of Yum! I can confirm that there was nothing left in the bowl at the end.

Evidence of Learning Voila! Chocolate cake a la Seth and Mohammed, Well done boys. You collaborated well and demonstrated that you are capable Masterchefs!

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

Seth is now encouraged to apply his learning of chemical reactions to find out other combinations that have interesting results. Through using iExplore, he has opportunity to take things to a deeper level of understanding and inquiry. Or he could apply for the next round of MKR and take the world by storm!