Ashmira, Jessica, Johanna and Divya's Trash to Flash Learning Story

Learners: Ashmira, Jessica, Johanna & Divya      Learning Coach: T.Dillner           Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Ashmira, Jessica, Johanna and Divya all selected Girls Fashion. They were curious about making an infinity scarf out of old t-shirts. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. The girls then took the template we used as a larger group and the personalised it to their infinity scarf creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.

Evidence of learning

Ashmira, Jessica, Johanna and Divya with Neha, Taanvi and Jahnavi with their prototype Ladybird Magnets. The infinity scarf Design Thinking Process presentation.

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Divya's Indigenous People Learning Story

Learner: Divya    Learning Coach: T.Dillner           Date: 12.11.15

Learning Area: iExperience - Aboriginals of Australia

Learning Observed and Vision Principles

In Week 5, the Year 6 learners participated in a week long iExperience series about Indigenous People, focusing particularly on the Aboriginal people of Australia and the Native Americans of Northern America. Divya participated showing curiosity by asking questions and engaging with the concepts shared. There were a selection of questions posed, of which the learners only needed to pick, research about and answer five of them. Divya chose to complete as many questions as she could in the given time. Afterwards, she was capable of articulating and elaborating on what she had learnt. Divya could also make connections between the two people groups that we looked at, showing that although they had many differences, the Aborigines and Native Americans had several similarities. Divya also used some of this new found knowledge to complete an example of Indigenous art using a template of her choice and thinking about using the correct colours that might be used by that people group.

Evidence of learning

Next Learning Steps

Transfer the learning into her own words, as opposed to rewrite what was explicitly stated online. Use this learning to inspire curiosity about another indigenous people group for an iExplore inquiry.

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.