Corban and Aaliyah recite poetry

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Reflection - what these stories exemplify

Key competencies

Both strings of learning stories refer to key competency learning in managing self, and participating and contributing for Corban and Aaliyah.

How is their learning similar and how is it different?

How might these stories strengthen Corban’s and Aaliyah’s identities as learners?

Corban and Aaliyah show agency – in what ways?

For both children, their learning is distributed across their class, parents, and, for Aaliyah, the junior syndicate.

What dimensions of strength does this illustrate?

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: Speaking, Writing, and Presenting: purposes and audiences

The learning area and strand is the same for both students.

Can you see how the accompanying statements in the learning stories for English reflect the teacher’s knowledge of the child and how she made sense of the learning events observed?

Effective pedagogy

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

The teacher, Julie, has created a supportive learning environment by expecting all of her students to participate and providing what they need in order to do so. Support from home is sought and encouraged. It is great when student learning exceeds expectations, being surprised in this way keeps one’s mind open to new possibilities for students and their learning – the sky’s the limit!

Julie also encourages reflective thought and action with her students. Feedback is woven throughout the day so students are more mindful of their learning and have the opportunity to improve.

Reflective questions for the reader

“Am I open to the achievement surprises my students give me and do I open up learning opportunities so surprises can happen?”

“How do I encourage reflective thought and action in meaningful ways with my students?”

Useful resources

Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington: Learning Media.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

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