Learning story

Childs Name: Jacob

Year Level: 1

2011

Learning Story No. 1.

Child Name:
Domain

Title:
Dated Commentary of critical incidents Artefact

Taking an interest

Jacob was engaged in the story The Umbrella Dance from the start of the first session he was intrigued and enthusiastic. Jacob contributed to making the other students in the group feel the same way about the story especially due to his bright and bubbly personality. 31/08/2011 Jacob actively participated in question and answer time along with group discussions surrounding the story. He was also able to identify the different characteristics of each animal throughout the story which assisted in creating the crazy animal at the end. An example of this is when Jacob was asked what animal the pink wing represented he was confident in telling us it was the sugar glider. 31/08/2011 When Jacob was given the booklet to illustrate he drew detailed pictures which corresponded with the sentences on each page. Jacob also used bright colours to represent each of the animals found throughout the story and could justify why he was drawing or creating particular things.
(the elements of the crazy animal that Jacob created over the four weeks)

( Jacob creating his wombat ears and Joeys pouch like in the story)

Being Involved

Throughout the four weeks of Tell tales Jacob was always willing to learn and

Short Term Review

Throughout the four weeks of Telltales Jacob has demonstrated numerous literacy skills which has enhanced his understanding of the story The Umbrella Dance as well as assisted him in various other activities. Over the four weeks Jacob was identified as being a fluent and confident reader who was engaged in oral language which was demonstrated in discussions and question and answer time. The main Literacy which has occurred: Reading and writing - Reading the booklet out aloud as a group as well as some writing skills

What Next?
As we were only able to spend four weeks with Jacob during that time he demonstrated that he was capable of further extending his knowledge and being challenged. In order to do this focusing on more of the literacy aspect of the story The Umbrella Dance would greatly benefit him. Jacob grasped the concept of The Umbrella Dance and was able to read if fluently however due to only having four weeks of the Telltales program we did not have time to focus on the sequence of events or animals. As a way of refreshing Jacobs memory:

Having the flash cards of the various animals and getting Jacob to place them in the sequence which they appear in the story would be a fantastic challenge for him. To further more challenge Jacob having the sentences from Recount- Retelling the The Umbrella Dance with the each page of the book cut out and jumbled up then getting assistance of the booklet and animal characteristics Jacob to place them in order would assist him with creating his own recount of the story. Narration- Sequencing and describing characters and themes within the story as well as trying to tell the story in the As Jacob demonstrated a keen interest in the animals, to further extend his literacy skills he could create: students own words Oral Language- Through discussions, question and answer A small information booklet based on all the animals within the story. Jacob could write a short profile about each time as well to establish clarification of a task if not animal; information included may be where the animal may understood correctly live and what their characteristics may be Jacob can base this on his prior knowledge. Once Jacob has completed this task if he needs more information he can have some assistance with research to further explore the animals. Due to Jacob being at a high level of ability to make the program more complex: Having Jacob write his own story based on The Umbrella Dance using his own words and different animals may challenge him a little more.

Title:
Domain Taking an interest (Initial discussions and planning) Dated Commentary of critical incidents Recognition of interest in the focus Making connections between artefacts, activities, social identities, places Recognising resources and abilities to support the interest Readiness to be involved, attention Making informed judgements Employ strategies to be involved Enthusiasm for persisting with difficulty Making a mistake Tackling difficulty Problem solving Communicate with others Communicate ideas and feelings Listening and responding Reflecting Taking responsibility Recognise a different point of view A view of self and others Strategies for responsibility Artefact Examples for all domains: Photographs Digital video recordings Interview-podcast or recordings Work sample- photographed or digital version embedded Work selected by adults and children, annotated with key aims highlighted transcripts of collaborative exchanges between the children Dictated comments by children Photocopies or photos of childrens work

Being Involved (Implementation) Persisting with difficulty (Challenges)

Expressing an idea or a feeling (Communication) Taking responsibility (Adapting, modifying, building upon, scaffolding)

The Practice of Learning Stories

Describing
Describing is about defining the learning and describing each episode of achievement in each domain.

It is a credit based model as the describing looks at what can be done through the eyes of the learner.

Discussing
Discussing requires you to conversation about the learning that occurred. In a learning community discuss what was interesting and worthwhile about the learning. Seek learner perspectives about the learning

Documenting
Work selected annotated with key aims highlighted Dictated comments Work photographed using digital camera or mini- digital recording Transcript of exchanges Photocopies or photos of work samples

Deciding
Considers directions for further learning based on the learning that has occurred. It involves planning together to be: Interesting and authentic- the project will make sense and connect with lives and community Transparent intention and meaning is apparent Challenging- engage and persist with challenge Multi-faceted- opportunity to incorporate and improve talents Collaborative/accessible learning through collaboration and sharing