Discovery+T1+2013

media type="custom" key="22300950" toc Planning for Discovery Time R2 Date: T1 2013 April = Making Bracelets =

RTC 6 7 8

 * Plan for Discovery**
 * **Key competency focus:**

Thinking – Problem Solving


 * Curriculum learning area:**

The Arts || **Introducing these to the students:**

Patterns. Making bracelets. Using problem solving to be creative and use patterns in making a bracelet. ||
 * **Activities:**

- Children in pairs or individually investigate and practise using patterns.

- Design a bracelet using a pattern and problem solving to make it repetitive, consistent and creative. For example if using alphabet beads do we spell a word or make a pattern? What colours do we use and how? || **Meeting individual needs:**

Oral language, thinking, problem solving. Plan, be creative and consistent. ||
 * ^  || **Equipment needed:**

cord, elastic, string, variety of beads (all shapes and colours), scissors. ||
 * **Student sharing:** Talking and listening to each other as they explain how to make their pattern.( verbalising ideas). Thinking and problem solving how and what to put in their patterns. Making choices, asking questions, matching. Thinking creatively and coming up with new ideas. Planning, problem solving and reflecting upon what they have done. ||
 * **Student reflection** – What new skill did I learn? What pattern did I make? How? What did I make with my pattern? How could I improve it? Was my pattern consistent/ creative? What problem solving did I use to help me with making my pattern on my bracelet? || **Possible focus question** – link back to key competency


 * WALT ** -**We are learning to make our own patterns. We can show our patterns on a bracelet that we make.**


 * SUCCESS CRITERIA- We will know we can do this when we can show others our patterns and make a bracelet using that pattern. ** ||
 * **Teacher Reflection** ||


 * Context for Learning and what I did **
 * I bought different packets of beads and string and thread and ties** **suitable for making bracelets. I wanted the children to make bracelets but be creative and also to use patterns and match colours as they did it. I demonstrated several examples to the children and discussed the WALTS and success criteria with them. I asked them to share their ideas and then encouraged them to chose a partner / buddy (tuakana -teina) so that they could work together, share ideas, help each other but still make their own bracelets.**


 * What we did **
 * The children then buddyed up with a tukana- teina pairing where possible. They experimented with different patterns and colours and beads. I helped them measure and cut the thread( to fit their arm) to put the beads on. Some children opted for a bracelet to tie and untie . Others wanted one to slip over their hand. Cypress wanted an ankle bracelet, so she was thinking creatively. The children then worked together to make their own bracelets using their ideas and planned patterns. Some children changed these patterns as they progressed and they adjusted the bracelets to meet new ideas and patterns that they had thought of. The older children were more consistent with their patterns and perservered with them. **
 * I roamed around the classroom assisting and guiding and helping where necessary. ** **The children all had a sharing session at the end where they showed their bracelets and talked about how they had made them, with what materials and what patterns that they had used.**


 * Impact of that learning ( Evaluation) **
 * The children enjoyed the activity and used their imaginations to make some great patterns and bracelets.. ( refer Evidence below). **
 * They worked well in pairs, as I let then choose their own partner. Some of the older children displayed patience and guidance with the younger children. **
 * Every group had something to share at the end session so the objectives, learning intention and success criteria were achieved. the children were proud of their bracelets and showed others in the school including teachers. This led to many children from other groups asking me when they could come to my room to make bracelets. **


 * Where to next? **
 * I plan to make bracelets with all the children in my class. This will help reinforce Maths concepts such as patterns, measurement and colours.**
 * It will also develop children's creative thinking and sharing of ideas and patterns.**
 * This will also lead to other construction and pattern activities being undertakenin the class**

** Teacher pedagogy **

 * Encouraging reflective thought and action **
 * Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. **

Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.
 * Making connections to prior learning and experience **


 * Evidence **




 * Joseph and Shontae are proud of their bracelets**




 * MoeHarleen and Huntah and Nathaniel worked hard on making their bracelets. MoeHarleen has made a lovely coloured pattern on hers.**

** Soul and Tapsell made cool patterns on their bracelets.**


 * Jaden spelt his name on his bracelet**

Planning for Discovery Time R2 Date: T1 2013 Feb/ Mar = Book Creator =

RTC 6 7 8

 * Plan for Discovery**
 * **Key competency focus:**

Using language,symbols and texts.

Technology,Inquiry || **Introducing these to the students:** Exploring communications technology and literacy applications using mainly ipads. Apps – Book Creator Toontastic Very new chn- Puppet pals || - Children in pairs investigate and practise using applications on ipads. - Book Creator- make own story Extension - Toontastic make own cartoon play - -Puppet pals make own play ( using story and oral language ) || **Meeting individual needs:**
 * Curriculum learning area:**
 * **Activities:**

Oral language, drama, written language || ipads. Data projector or air server. ||
 * ^  || **Equipment needed:**
 * **Student sharing:** Talking and listening to each other as they explain how to do things.( verbalising ideas). Using and processing information through ipads. Following instructions together . Presenting a book or play or drama to others. ||
 * **Student reflection** – What new skill, application did you learn? How? Where did you go to learn it ( apps)? Who did you learn it with? Why is it helpful? How can you use it? || **Possible focus question** – link back to key competency
 * WALT ** -**We are learning to make our own book or play using apps on the ipad, such as Book Creator, Toontastic and Puppet Pals.**
 * SUCCESS CRITERIA- We will know we can do this when we can show others our work and use the apps independently. ** ||
 * **Teacher reflection:** ||
 * Context for Learning and what I did **
 * I loaded a range of Book Creator apps on the ipads so that the children had a variety of applications to choose from .These ranged from Independent to assisted apps.**
 * I introduced the topic and discussed the Learning Intention and Success criteria with the children. I left a copy on display for the children to refer to.**
 * I then explained and demonstrated the applications .**


 * What we did **
 * The children then buddyed up with a tukana- teina pairing where possible. They experimented with the Book Creators before they chose a topic to write their book about. **
 * The children could choose scenes or make their own up. They could choose characters or take photos and include themselves. They were able to add objects and text as well as record their voice.I roamed around the classroom assisting and guiding and helping where necessary. The children then all created a story on a Book Creator app in their pairs, to share at the end of the session with the other children. **


 * Impact of that learning ( Evaluation) **
 * The children enjoyed the activity and used their imaginations to make some excellent books. ( refer Evidence below). **
 * The children soon learnt to move away from another group to avoid background noise when recording. Some groups moved outside. **
 * They worked well in pairs, as I let then choose their own partner. Some of the older children displayed patience and guidance with the younger children. **
 * Every group had something to share at the end session so the objectives, learning intention and success criteria were achieved. **


 * Where to next? **
 * I plan to keep using and extending the Book Creator applications with the children in my class.**
 * I found that the next day Huntah (below) was independently making his own book in writing time.**
 * I will also develop other apps such as Toontastic and revisit Puppet Pals,as well as explore other apps available on the ipad in the literacy section.**

** Teacher pedagogy **

 * Encouraging reflective thought and action **


 * Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. **


 * Enhancing the relevance of new learning **


 * Students learn most effectively when they understand what they are learning, why they are learning it, and how they will be able to use their new learning. Effective teachers stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways. They look for opportunities to involve students directly in decisions relating to their own learning. This encourages them to see what they are doing as relevant and to take greater ownership of their own learning. **


 * Huntah making up his own Book Creator**




 * Evidence **
 * Below are some videos of some Book Creator apps completed in Discovery Time.**

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