Tom works with a classmate

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Reflection - what these stories exemplify

Key competencies

Tom is beginning to relate to others by sharing ideas and listening actively when working with a partner. He is starting to interact effectively with a growing group of people (relating to others) – see the exemplar “Tom is a buddy reader”. As his confidence grows, Tom starts contributing as a group member to complete tasks (participating and contributing). When faced with a challenge, Tom is beginning to take risks (managing self).

How might these stories strengthen Tom’s identity as a learner

Tom learned what was required in both games by using his partner as a model. He joined in with decreasing support over the duration of each activity. He was motivated to complete his part of each project and gained enough confidence to verbally contribute answers for the first time (agency). This learning occurred across two mathematics activities in different locations (breadth). Through these stories, on the truck project and bingo, we begin to gain a view of Tom as someone who is open to being involved with others (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 mathematics and statistics

This learning is in the geometry and measurement strand, under the shape achievement objective. Tom is developing his ability to sort and match shapes. He has some problem-solving strategies and can verbalise colour names.

Effective pedagogy

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

The consistent routines, clear expectations, and a classroom climate that encourages oral contributions as well as offering appropriate challenges to try new learning, provide a supportive learning environment for Tom. This support is enhanced by Raewyn’s thorough knowledge of Tom and his learning needs and by the collaborative approach to the planning and review of his learning taken by all those involved with his programme.

Developing positive relationships with peers is supported and actively encouraged in this learning environment. Tom generally shows he would rather be on his own, so activities are planned where Tom is expected to co-operate with a classmate and he is given the time and space to do so (facilitating shared learning).

Reflective questions for the reader

“What learning activities encourage co-operation in class?”

“In what ways can I encourage communication?”

“How do I encourage problem-solving strategies for my students?”

Useful resources

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

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