Miko & Nummy iExplore Learning Story - September 2015

Learner: Divya, Jessica & Johanna                                         Learning Coach :DWilkes      Date:  Term 3-4                                                                       Learning Area: Technology

Learning Observed

Jessica, Johanna and Divya are certainly developing their animation capabilities in their current iExplore around creating a series of animated videos ‘Miko and Nummy’.  The three girls have been working together collaboratively- making substantive decisions together, negotiating their next steps, sharing tasks, taking turns and thinking forward. They have had ample opportunity to make connections to their prior knowledge, for example, the programme is based on one they have seen before, their previous experience with animating (including what they learned at the Google Learner Summit) and how to reflect.  They have watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme, self directing their learning. This iExplore is large in scope and it is interesting to observe how the girls are designing their series and mapping out their time.  They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve. They have had voice over auditions, planned and pitched a club successfully to get a team together to assist them, investigated the setting up of a channel to house the completed episodes and learned new software.  They are inspirational and resilient!  This is a perfect example of what an iExplore learning adventure should be- something the girls are passionate about and invested in.  They are learning as part of their process and not for the sake of it.  Teaching and leading others in their club will help them make connections, teach others and foster curiosity in others.  I am so excited to see where this goes- well done girls!

Evidence of learning

See a short video of their animation here See their iExplore Learning Model Doc here

Next Learning Steps

keep updating your iExplore doc- this can’t be all Jessica all of the time and ensure sufficient detail and reflection (this includes what is going well and what the challenges have been) write a reflective blog post about your iExplore experience to date including your club set up and what you will do for the club make an iMovie of what you are doing like a lesson, to teach other learners how to animate the way you are set up a sub-channel on our LH1 Youtube account

Johanna and Divya's 3D Printing Learning Story

Learners: Divya & Johanna    Learning Coach: T.Dillner           Date: 21.9.15

Learning Area: Technology - 3D Printing

Learning Observed

Divya & Johanna 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. Divya & Johanna decided to replace the cubbies the learners keep their bags in. They designed and created a locker large enough to sit in! Divya & Johanna had to use the website TinkerCad to design their new and improved locker. They had to use the pre-existing shapes to form their 3D model which was then printed out by our LH1 3D printer. After analysing their printed model, the girls were able to write a description about who would use it, why they designed it and what its features were. They also spent some time reflecting on improvements and redesigning it on TinkerCad to show these changes.

Evidence of learning

Divya and Johanna’s explanation of their 3D locker.

Key Competencies/Vision Principles

Divya & Johanna were collaborative during this process by sharing ideas and coming up with other ways to show creativity (Thinking, Participating & Contributing). They demonstrated curiosity by engaging with the entire technology process of designing, making, redesigning and evaluating. Divya & Johanna were connected as they were able to show their learning in three different mediums (paper, digital and printed model). The girls also showed capability at presenting their learning to other people in the 3D printing group (see photo above).

Next Learning Steps

Complete the second design on TinkerCad and print if time allows. Use the 3D printer as a component of an iExplore. Create a video/animation to teach other learners how to use TinkerCad.

My Iexplore August 2 (Finish off)

During the year Nummy got into computer physics, Miko got into style and fashion and Mika was just into music her favourite songs would be on her Ipod which is the latest in Ipod history. As the three grew up some things changed they forgot about their parents and what they looked like, but still knew they were their in heaven, and missed them very much. They grew up in a modern 2 story house, but as the years went by Miko and mostly Nummy built a treehouse. It was 50 feet high and 20 feet wide, a luxury treehouse 5 bedrooms, 5 bathrooms, 5 masterbedrooms, 2 kitchens, 3 lounges and 4 spas. Each item was on different storys high. It was heaven and Miko + Nummy can't believe they pulled it off!

My Iexplore August blog post 1 (Finish off)

                        Miko n Nummy

For My Iexplore I am doing a toipic called Miko n Nummy, and I am here to tell you about it. Character 1, Miko! Miko is intelligent at birth her sister Mika was seperated and unusually Miko grew with REALLY long hair. Miko and mika was sent to an orphanage, thats where she ment Nummy another child who was seperated from her physco parents at birth. At the orphange Miko met her mom and dad. They were really good people until a accident came. Miko, Mika and Nummy were in the back seat and Mom and dad in front. It was heavily raining and very foggy they couldn't see anything in the car then with a blink of an eye the car slipped in the rain and it went right into a pole. The Granny who was living in the house infront of the pole saw the accident she immediaty called 111 during the hospital they found out Miko, Mika and Nummys parents didn't make it. 
To be countinued...

Week 8 Blog post Candy and Rubbish

                      Candy and Rubbish

Lately at Ormiston Primary School we haven't been having the healthiest of lunches. For example candy, wrappers, chip packets, crumbs being dropped I feel like their should be monitoring cameras what if... a bird flys in finds a gummy worm half eaten laying on the ground and the bird takes it to feed her young. Like what if? Thats not healthy for a bird even especially for baby birds sugar is not healthy for some animals, but unless its specially branded for that special animal like horses, sugar cubes are ment for horses, but gummy worms are not ment for birds. Monitoring cameras monitor people eating and when the teachers are eating they're lunch in the staff room they can also watch so when someone drops a crumb the teacher comes down and asks that person to pick it up!

Divya's Speech Learning Story

Learner: Divya     Learning Coach: T.Dillner           Date: 18.8.15

Learning Area: Literacy - Oral Language

Learning Observed

This term all learners in Learning Habitat 1 had to deliver a speech or a poem. As Divya is Year 6, she had to compose and present a speech. She chose to do her speech on the protection of dogs in countries like China as it was something she felt very strongly about. Divya shows compassion to animals all the time. It was evident that Divya had put effort into her research and was aware of how to best present her speech. It is a nerve wracking thing to stand and deliver a speech to an audience of peers, but Divya can be pleased with what she achieved.

Evidence of learning

Link to Divya’s Oral Language Assessment Rubric

Key Competencies/Vision Principles

Divya was assessed against all four of our Ormiston Primary Vision Principles. She was able to best demonstrate being connected to the audience by changing her voice appropriately and curious by selecting a topic that reflected her passion. Her topic was also one that is not so common, which made it interesting for the audience.

Next Learning Steps

Reorganise the speech to ensure it is fully coherant. Practise in front of a mirror to work on eye contact and volume of voice. Video yourself and watch to self-assess. Seek feedback from others during planning and writing stages in order to increase collaboration.

It's spring!

Roses are red,
Violets are blue,
Today it's spring....
Woohoooo
But it means a lot of rain.
Sad... :(

Why I said spring has a lot of rain is because its wet gross yucky and soggy.

Week 6 blog post

Last week it was the speech finals, my favorite speech was Aleena's because I can imagine what it is like if Aleena was the schools principals. The speech I didn't like was Kevin's because I couldn't hear him properly. I like that Aleena used a lot of eye contact, expression and a loud and clear voice. The speech finals were fun except I had to sit on the ground for a Loooonggg time!