Michael the joker

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Reflection - what these stories exemplify

Key competencies

Michael enjoys participating and contributing in his class and will take risks with his learning when he is ready. He relates well to his classmates and knows they will support his learning. In the second learning story about news sharing, Michael shows his recognition that language can be manipulated beyond straightforward meaning, by joking with his buddy and then the class. This illustrates an important step in developing competency in using language, symbols, and text.

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

Michael is leading his learning by participating in news sharing time when he is ready, willing, and able (agency). This learning happened over the course of three months (continuity) and both in a class and paired situation (breadth). With support from his mother, Michael has brought different things to share from home for news with a buddy and the class (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

Michael’s key learning area in this collation of stories is in English. Michael is able to communicate with his peers by verbalising responses to questions they ask.

Effective pedagogy

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

Michael’s teacher provides a supportive learning environment where every student’s contributions are expected and respected. The teacher found a way for Michael to share his news, which he has warmed to over time. The use of humour is encouraged and shared in this classroom and it is great to see Michael share a joke during news time.

Michael’s confidence to share his news has grown with the help of his classmates and in helping him their questioning abilities have sharpened as they glean more information from Michael (facilitating shared learning).

The teacher is prepared to try different ways to help with Michael’s communication (teaching as inquiry). The next steps in promoting Michael’s learning will involve using teaching inquiry to find other aspects of pedagogy, such as making connections to prior learning and experience and facilitating shared learning, which might support his further achievements.

Reflective questions for the reader

“How do you encourage your students to share in your classroom?”

“Does humour blossom in your classroom?”

“How do you facilitate paired, as well as class and individual learning opportunities, in your classroom?”

Useful resources

Ministry of Education. (2008). The English Language Learning Progressions: a resource for mainstream and ESOL teachers. Wellington: Learning Media.

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