Tuesday, 12 June 2018

Digital Matariki Project

Today Mrs Harris's literacy groups worked on a digital Matariki project.

This all started yesterday when we began exploring Matariki. For many of us Matariki was a topic we knew a lot about already, so we wanted to make this year a bit different.

Mrs Harris asked us what we wanted to do for Matariki this year. Some of us gave suggestions and we narrowed it down to three things: making vegetable soup, creating Matariki video clips and a clay art project. We had a vote and decided on Matariki videos.

Today we got started. First we watched some examples of what a good Matariki information video might be like. We decided that using a character to tell the information about Matariki was a creative idea. Plus this is one of our school values so it fits nicely. We needed to know what we would have to do to be successful at the task, so we discussed this and created a rubric. Here it is:



Next we got into small groups to make a plan. We needed to create a character, assign jobs for everyone in the group and take notes about what we wanted to say in the video. We were able to choose an app of our choice. Most of us used iMovie and some of us used Puppet Pals, Stop Motion or Explain Everything.

We had so much fun getting creative and illustrating the setting and the characters.

At the end of the day we shared our projects with the rest of the group. We all got feedback and thought about our next steps.

Maybe we could share our  digital Matariki projects with another class.

We are excited to share these with our whanau in week ten.

Sunday, 3 June 2018

Siapo-Inspired Art In A Connected Classroom

Last week a group of us were exploring Samoan siapo art and spending some time creating our own siapo-inspired patterns. To develop our value of being connected, and showing the connection between us, we are working towards creating a collaborative art piece to display in our new classroom. All going to plan, we will be moving later this week.

We began the morning by watching a video of some Samoan villagers creating siapo, following a special process from start to finish. We make our thinking visible on a large whiteboard by completing a See - Think - Wonder routine. It was interesting discussing how the art can be respected by other cultures too, not just people of Samoan heritage.

Here is the video.


We decided on our process and how we would manage our time and materials. The desired outcome was for each of us to have four 10cm x 10cm coloured squares (everyone's would be different, but the four we each create would be the same). We would then all contribute these to a large collaborative piece that includes everyone's pieces.

Below are some photos of us working on this project. Check out our individual student blogs for personal learning reports of the day. We will share images of the collaborative piece once installed in our new room.

Wednesday, 16 May 2018

Manaaki

On Wednesday some of us explored the idea of manaaki.

Manaaki is the māori word for support. It means to take care of, look out for and show respect to someone.

So what type of people can we reach out to when we need it? Here's a list we made of the qualities these people might have:

Caring
Supportive
Understanding
Loyal
Connected
Kind
Loving
Trustworthy
Empathetic
Someone with great listening skills
Sincere

We thought of 5 people each that we could look to for support. We traced around our hand and wrote the person on each finger. It feels great knowing we have so much support in our lives. These people were whanau members, friends and teachers.





Wednesday, 2 May 2018

Which Are The Bounciest Type Of Sports Balls?

Yesterday a mix of children were working with Mr K to find out about collecting data, analysing data and different ways of presenting information that is fair and does not contain bias.

We started the day by watching this video by OK Go. After watching, we discussed what maths might have been involved in the filming and production, then viewed this video that had one of the musicians answering this question. It was fascinating to see all of the data in their spreadsheets and how accurate it all needed to be in order for everything to go as planned.



It was interesting to examine some graphs that had been poorly constructed. We picked them apart and noticed how they contained bias, which was a new word for us, or why they were misleading. Often graphs can be misleading when they do not have a random survey sample, or when the shape or positions of the graphs have been altered to show a more desired result. Some of these problems are mentioned here.

We all tried to come up with survey questions for the rest of our group that were fair. Due to the limited number of responses available in a multi-choice survey, questions about opinions could sometimes seem a little biased. These might include questions like 'What is your favourite fast food?', and then only having 4 or 5 options chosen by the questioner. Alternatively, questions like 'Are you left or right handed?' or 'In which month were you born?' did not contain any bias.

The main project for the day was a group one. After chatting about our favourite sports balls, we began an investigation to find which type is the bounciest. We had time to plan our investigation and used a template that Mr K shared, which included things like materials needed, how we would collect and record the data, and what our hypotheses were.

We then conducted our investigations. The most challenging part was trying to gather the most accurate data we could. Check out the video below to see how we approached the task.



The final stage in this project is for us to create some displays to share our information and to make conclusions. What happened? What does and doesn't the information we analysed tell us? Were our hypotheses correct? How could we have approached this investigation differently?

Check out our individual blogs next week for personal learning reports and additional media.

Getting to Know Ourselves Better

On Wednesday Koru 1 enjoyed another project based learning day. Mr K took half of the class for a statistical investigation, involving the physical world and Mrs Harris took the other half on a journey to stronger self awareness in regards to our surroundings and our preferred learning environments.

First the children with Mrs Harris took part in a kōrero by participating in a human continuum. Mrs Harris said some statements to get us thinking. Here are some of them:

I would rather read instructions than listen to the teacher explain them. I like to get up and move around throughout the day. I like drawing lots of pictures whenever I get the chance. I remember things better if I write them down. I like a peaceful learning environment. I prefer to set up a work space on the floor.

If we agreed with the statement we would walk down towards the end of the room with the yes sign pinned on the wall and if we disagreed we would walk down the other end. Some of us ended up somewhere in between for certain statements. We shared our opinions and listened to what other people had to say.



After we got our brains thinking during the human continuum we wrote a list of all the things we need to shine as learners. We took this list and used the ipads to make our own google slide titled "I Learn Best When..." This made us to think about what we need as a learner, so that school is a positive, successful experience. Some of us like sitting at tables, while others enjoy setting up on the floor. Some of us need to write things down while others need to take pictures or draw more. We are all unique and it's important that we respect each others' differences.

For the second half of the day we explored our favourite places. We drew sketches of our favourite place at school and outside of school. We shared with the group why we like these places and how they make us feel. We talked about spending time in these places to improve our hauora (wellbeing). We also learned that when we feel like we need a positivity boost we can close our eyes and picture these places in our mind. This gave us many positive emotions such as excitement, happiness, peace, love, connection, bravery, warmth and gratitude. We wrote these fantastic words on a piece of paper because it felt wonderful! We discussed our favourite spaces in the classroom and how spending our learning time in these spaces make us feel safe and focused.



The key ideas we need to take away from today are;

- To be successful learners we need to know what's right for us.
- Thinking about our favourite places can evoke positive emotions.
- Everyone's needs are different and we respect that.
- Getting to know our learning needs better will help us make wiser choices in the classroom.




Sunday, 8 April 2018

How Important Is It For Us To Understand Our Habits?


unsplash-logoOlivier Fahrni


How much do you know about the effects of your daily habits?

Do you have a lot of good habits that lead to positive outcomes for yourself and others, both in the short and in the long term? On the other hand, do you have bad habits that might be doing the opposite?

In Koru 1 we have been exploring how creating positive habits can put us in control of shaping the lives we want to live. This has required a lot of self-reflection and the ability to actively notice the habits we have, while exploring all of the outcomes of these.

We have looked into areas like:
- How habits can help us reduce stress
- How habits can help us to be healthy
- How habits can help us to be productive

Thursday, 22 March 2018

Dance is Geometry


On Wednesday, Koru 1 had a project based learning day. Children learning with Mrs Harris explored geometry through dance and children learning with Mr K explored the effects of music.

First Mrs Harris played us an amazing video that showed us how we can use our bodies to create shapes and patterns. We discovered that we would be creating our own dance sequence that day.


To begin we needed to revisit what we know about geometric patterns. We completed two art based activities so that we could demonstrate our understanding of reflection and rotation.