Caitlin holds a conversation

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Reflection - what these stories exemplify

Key competencies

Caitlin shows a growing confidence in her ability to relate to others as she initiates conversation with an increasing number of people. Caitlin demonstrates thinking by applying the conversation skills she has been taught to specific situations.

How might these stories strengthen Caitlin’s identity as a learner?

Caitlin shows mindfulness by asking questions to initiate conversation (agency). Over time, Caitlin has developed the ability to ask questions relevant to the situation (depth). She does this with an increasingly wide range of people, such as peers, family members, and her teacher. This learning occurs in a variety of settings – the communication programme, the classroom setting, before school, and at home (breadth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

This learning is in English in the speaking, writing, and presenting strand. By asking questions, Caitlin is using oral language to create meaning and is demonstrating an awareness of purpose and audience through appropriate choice of content.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Caitlin learns by seeing rather than by hearing information, so modelling through role play is a powerful strategy to teach Caitlin effective conversation skills. Caitlin is now using the skills independently – knowing a student’s interest (e.g. drama) and being prepared to use this as a teaching strategy has paid off (teaching as inquiry).

Caitlin’s ability to converse is supported by a positive relationship with her teachers, teacher aide, and peers. All those involved in Caitlin’s learning talk regularly about her programme and about what’s working. They have a collaborative approach (creating a supportive learning environment).

Reflective questions for the reader

“What learning activities would allow this student to participate more fully with others in the class?”

“How do I extend my students’ learning?”

“What e-learning can I access to support oral language learning?”

Useful resources

Schroeder, A. (2000). Socially speaking: a pragmatic social skills programme for primary pupils. Cambridge, UK: Learning Development Association.

Schroeder, A. (2000). "Let's communicate, Let's be friends, and Let's practise" Socially speaking: a pragmatic social skills programme for primary pupils. Cambridge, UK: Learning Development Association.

Schroeder, A. (2008). The friendship formula. Cambridge, UK: Learning Development Association.

Schroeder, A. (2001). Time to talk: a programme to develop oral & social intercourse skills at reception and key stage 1. Cambridge, UK: Learning Development Association.

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