Going with Dean’s strengths

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Reflection - what these stories exemplify

Key competencies

This string of learning stories shows Dean participating and contributing more over time. It shows his increasing responsibility for his own behaviour and learning (managing self) as he gets to know others and feels valued at his new school (relating to others).

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

Dean took the initiative by asking for a particular teacher aide to be his support person (agency). When Dean’s physical abilities were noticed, Dean, the adults and students working with him, and his father went with his strength and used it as motivation for other learning, as well to develop his ball skills. This learning occurred over three terms (continuity) in class time, breaks, and at inter-school sport (breadth).

Dean has developed these competencies with the different people he works with: teacher aide, students, teachers, the ACC person, and his father (depth). Soccer and basketball opportunities have been the vehicles thus far.

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: Relationships with Other People: interpersonal skills

Level 3 health and physical education: Movement Concepts and Motor Skills: movement skills

In getting to know his teacher aide, fellow students, and teachers at his new school, Dean is beginning to express his feelings and needs and to tune in to those around him. With increased opportunity, discussion, and skill practise, Dean has been developing his great ball skills.

Effective pedagogy

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

The staff uses a collaborative team approach at the school. This ensures a supportive learning environment for Dean. The team includes an ACC person and Dean’s father.

The adults listen to what Dean has to say. They go with his strengths and are willing to explore what works for Dean and be flexible in their approach to his programme (teaching as inquiry).

Reflective questions for the reader

“How do you get the maximum benefit from a team approach to learning for students at your school?”

“What are the motivators and resources that are available to you and how do you use them to support learning?”

Useful resources

Davies, A., Cameron, C., Politano, C., & Gregory, K. (1994). Together is better: Collaborative assessment, evaluation and reporting. Peguis Publishers, Ltd.

Ministry of Education. (2002). Kia tūtangata ai: supporting learning: an introductory resource for teacher-aides/kaiāwhina supporting teachers of students with special education needs.

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

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