Dean thinking things through

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Reflection - what these stories exemplify

Key competencies

This string of learning stories shows Dean extending his skills (thinking) and moving from being passive to some active engagement in the learning process (managing self). Dean is using the positive experiences he has had in physical education and around physical activity to move towards more involvement in other subjects, particularly in mathematics and statistics (level 1 Number and Algebra: number knowledge). He is beginning to contribute to class discussion and to participate in a group of students, rather than just working for part of the lesson with his teacher aide.

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

Dean is exhibiting the ability to decide how and when he engages in learning, and with whom, as his confidence grows (agency).

There is evidence that Dean is beginning to transfer those skills across a range of subjects (breadth). Dean has developed socially over time; he has gained confidence and has increased his positive interactions with others. There is continued progress with his learning, in a range of subjects, with a range of people (depth).

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 health and physical education

Level 1 mathematics and statistics

This string of learning stories shows Dean beginning to transfer skills across learning areas.

His ability to manage himself in physical education has been extended to managing himself better in other areas; for example, mathematics, health education, where he lacked confidence or real understanding of what he needed to do to participate. He is beginning to engage more with both his teachers and other students.

Effective pedagogy

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

The key to Dean’s increased on-task behaviour and engagement with his learning has been his success at soccer (see exemplar, Going with Dean’s strengths). Soccer has given Dean a boost to his self-esteem and confidence, which is now transferring to other classes (enhancing the relevance of new learning).

The strategies, which were developed with his support team and family to meet Dean’s needs, have been successful, and have provided him with a structure and patterning, which have enabled him to participate in the learning process (creating a supportive learning environment). As Dean has gained confidence, he is having less time out of class. He is increasingly working with others and has started to ask questions to gain a better understanding of what he is learning. He has recently completed his first full-time year at school!

Reflective question for the reader

“How do you meet the challenge of designing a relevant and effective model of learning that enables students to control their own behaviour so they can actively participate in the learning process?”

Useful resources

Mitchell, D. (2008). What really works in special and inclusive education: using evidence-based teaching strategies. Abingdon [England]: Routledge.

The William Glasser Institute. Choice theory. Available at http://www.wglasser.com/.

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