Drama Learning Story - May 2015

Learner:   Taivero, Evan, Jasonta, Hamish & Evan                       Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Taivero worked in a group with Alex, Jasonta, Evan and Hamish and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about the Maori culture they enthusiastically engaged in the process as a team with Taivero taking a leadership role.

Evidence of learning

The group makes effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal. Together they exemplified some Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely most of the time. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect Remember to keep voices off during performances and this is distracting to the non-deaf learners

Taivero - Reading Narrative Assessment

Learner: Taivero A              Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Taivero chose the text “Leo the Lion Cub” for his PM Benchmark Level 20 reading assessment.Taivero signs in English word order as he reads using spoken English. This assessment was done by Mrs Williams. He was able to initiate skimming the text prior to reading. He showed quick recognition of high frequency Many topic specific words were words were attempted using visual clues of initial  letter eg: proud for pride. Other time he used the meaning and visual clues eg; aunts for aunties, dead for died, omitting to attend to word endings.  His  self-correction rate was 1:10. He gave very little detail in his retell of the story and needed to refer to the text. His responses to the questions were in 1-3 word phrases. He did use “because” once. Many did make sense eg: What is a large family of lions called? Taivero answered “ground” which he knows the meaning of, and it definitely didn’t look at all visually like the word pride in the text.

Evidence of learning Taivero-view video here

Key Competencies/Vision Principles

Taivero’s  goal in his IEP was to be reading at Level 20 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He read  this level with 94% reading accuracy, 50% comprehension and 42% for his retell. He was able to answer1 inferential question out of 4 which has been a skill under focus from his IEP.These questions are “why” questions which he finds difficult and will often put his hand up to his chin and and say ”hmmmm” because wants to be seen to be thinking. Taivero will continue to work at the instructional Level 19. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

read Level 20with 75% comprehension and 60% VADEC retell answer “why” questions using the question as part of the answer. regularly identify  3-4 main points on a page of text. use context and meaning to cross check his visual approximations of words.

Learner: Taivero     Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading                                          Narrative Assessment

Learning Observed

Evidence of learning

Key Competencies/Vision Principles

Next Learning Steps

Learner:  Taivero        Learning Coach:   Ms Taylor        Date: 19 May 2015

Learning Area: Social Sciences

Learning Observed

Taivero chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

3 points- Write an A-Z of words to do with ANZAC / WWI.  Idea: Use the iPad App ‘Puppet Pals’  or ‘Tellagami’ to share your completed ANZAC

Key Competencies/Vision Principles

Taivero was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To complete a given task To try and do more things on my own Ask lots “w” questions