Jason shares his knowledge

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Reflection - what these stories exemplify

Key competencies

Jason was making meaning when he made the link between the country names he knew so well from other contexts (DVD, games) to their representation in maps (using language, symbols, and texts).

Jason readily shared his knowledge of countries with others for a purpose that met the needs of the whole group (participating and contributing, relating to others). This is exciting as this type of activity is usually challenging for him.

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

Jason readily took the lead in the group activity by recording the country names for his group. He contributed to the class discussion at a later stage and was able to include others in the group exercise, using encouraging comments about their knowledge too (agency). Jason used his knowledge of country names, gleaned from DVD’s, television programmes, and games in the new context of the class discussion (breadth). Jason shares his knowledge with a number of others – his teacher, teacher aide, and other class members (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 English

Jason uses a map to find countries he knows about from other contexts. Jason listens to others and participates in the group discussion. He contributes meaningfully to the task at hand. He acts as a recorder for his group and listens to the country names (using texts for a specific purpose, and audience). Jason is making the connection between oral, written, and visual language.

Effective pedagogy

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

Jason’s teacher provided the opportunity for Jason to take the lead in an area of expertise. This allowed him to shine in a context that is natural and meaningful for all in his group. This supportive learning environment fosters Jason’s confidence and lets others in the class see him as someone with special and useful expertise.

Jason’s teacher builds on what he has already learned by introducing him to maps. This natural integration of Jason’s learning leads him to make the connection between country names and their representation on maps (making connections to prior learning experiences).

Reflective questions for the reader

“How do you give space to children when they need it?”

“How do you enable children to strengthen their interests and become experts in their class community?”

Useful resources

McKenzie, J. (1997). A questioning toolkit. Retrieved 26 November, 2008, from http://questioning.org/Q7/toolkit.html.

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

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