animations and HTML

• Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.

We keep pushing ourselves to create animations of our learning. It is lovely to see the students engaged in how they have chosen to be creative and assisting each other with how to upload onto their individual blogs using HTML. We are all learning together!

1/20 of the Solar System

Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I spent ages actually about 2 hours trying to set out this maths, art and inquiry lesson for the reliever to take the following day whilst I was at DFI. I did not take into account that some students might be away. Inquiry was learning about the Solar System we live in, maths was understanding fractions can be everywhere in life and enlargement.

 

On Friday we did some art I got a 1/20 of a puzzle it was a bit difficult  because there are small
detail. But a tried hard I imagine what it look like.

Walking Water

• Provide opportunities and support for learners to engage with, practise, and apply learning to different contexts and make connections with prior learning.

Creating an experience for the students to learn and write about is fun for us all. The students thought I was about to put on a magic show at the beginning!

WALT: To use a barinstrom .
Walking water

Room 8 had a science experiment on Thursday to write about what we see.

Firstly:Ms Bracey set up the science experiment for us to observe what might happen.It was for Room 8 to predict what will happen.
Ms Bracey put primary colours in plastic cups full of water.She put food colouring,it was yellow,red and blue.7 cups in a pattern water, no water,water,no water,water,no water,water.

Secondly:Ms Bracey asked to predict what will happen when it is finished.Our buddies were a post take a look and come back and give us information about what they saw there.


Thirdly:Ms Bracey told us to observe information.We saw a paper towel strip in one of the primary cups and made a secondary colour in the empty cup.The secondary colours were orange and green.The strip was merging with the primary colours into the empty cup.We came back on Friday and looked what happen.

Washing machine and sandwhich press.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

Creating an experience is often an excellent springboard for the students oral language and writing.

WALT: Describe an experience.

Today did you know that there was a inflatable bouncy castle?

Did you know that the bouncy castle was hired by the Haier? When we went on the inflatable bouncy castle it looked DIFFICULT! and EPIC!. 

An important fact is that the bouncy castle had a washing machine,fridge and a sandwich press. It was  challenging. It was also slippery like a water slide. I felt like I was in a car wash and came out of a washing machine.

What was your challenge?
My challenge was that I have never been on an inflatable bouncy castle before But it was INCREDIBLE!