Michael the scientist

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Reflection - what these stories exemplify

Key competencies

Michael enjoys participating and contributing in his class and is confident to take risks. He sees himself as a competent learner creating his boat independently. When Michael’s first boat did not float, his perseverance in making another shows his developing self management. He showed us he can also make predictions (thinking).

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

Michael took on an investigative role in all three learning stories (agency). He was keen to seek and find what would sink and float, in making a boat that would float, and in finding living things in the rock pools (depth). This learning occurred inside the classroom, outside of the classroom, and at the beach (breadth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Levels 1 and 2 science: Physical World

In the first learning story, Michael shows us that he understands the meaning of floating and sinking. In the second story, we see him using that knowledge to create a boat that will float.

Levels 1 and 2 science: Living World

In the third story, Michael is exploring and searching for living creatures that live in tidal rock pools.

Effective pedagogy

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

Here the teacher provides a safe and supportive learning environment where Michael feels able to take risks and where risk-taking is part of the classroom climate.

Facilitated shared learning is a feature of the class programme, giving children opportunities to support each other and learn from each other. The whole class is a community of learners where the children are encouraged to discuss what they are doing and offer support and feedback to each other as they work and learn.

When the children were given the challenge of designing and building a boat that would float, the teacher was enhancing the relevance of new learning about floating and sinking through a practical activity.

Reflective question for the reader

“How do I encourage students to take risks with their learning and try new roles?”

Useful resources

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

Ministry of Education.(2000). Building science concepts, No. 37 L1-2, floating and sinking. 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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