Learning Stories in Practice - Powerful Frameworks

NOTES:

Recognizing Powerful Frameworks - Learning Stories in Practice with Wendy Lee

• Framework - big picture vision learners/teachers/whānau understand.
• Essential to formative assessment.
• What does self-directed learning mean to me?
• Framework shapes assessment.
• Environment & emotional climate affects learners' ability to take next steps / risks.
• Formative assess = Learning stories assess across levels - zoom in on parts of the big picture.
• Example: Pattern making conversations/maths knowledge- knocking on window, music,
• Revisiting learning stories by learner and family is important, adds emotion.
• I need to make connections to whānau when writing; below what great models Ashlyn has had to develop her love of stories/books.

Te Whāriki Curriculum -  4 Principals

 

• Need to seek input from whānau when designing programme.
• Programmes should be unique/reflect local communities.

• Outcomes are broad to enable a holistic programme.

Who is the learner?
Learning dispositions = "Learning to Learn".
Child's interests = subject knowledge/working theories.

Learning Story Examples:

• Teacher takes a wide lens making connections to art, dance, music, drama, ICT, literacy.

• Courageous Attitude & Resilience are life skills. You are showing it now while in hospital and this disposition will help you in your life-long learning journey. 
  
  
  
  
  
  
  

                                             Pakiako - Learning Story 

Kaikōrero

• References kupu from last year
• Acknowledges learning from home - you added kupu to your kete over summer
• Recognising whanau commitment to reo Māori.

• Portfolios are literacy artifacts. 
• Introduces to concepts of print in a deeply personal emotive way.
• Research shows if children practise telling/retelling stories from a young age they are more likely to become competent readers. 
• Assessment Shapes Who and What We Are - Identities are shaped by what we value in our assessments

Kaitiaki - Exploring and Caring

• Identifies evolving dispositions using different examples - caring for and frog by making an enclosure and feeding tiger worms, though he ran away from the worms.
• Next step supporting learner to be brave on next occasion when feeding tiger worms this frames learner as, "about to become brave". Very specific personal next step.

Next Step Options:

• Gives child options

• Inquiry learning process

• Children have the right to be active participants in decisions in his/her learning

Why aren't all next-steps so specific? Teachers may become stuck on next steps and fail to recognise child's self direction. That's why we started using language like opportunities for etc.

Follow-up Story:

• Outlines what next-step choice the child made.

REFLECTION

What do we value the most in our centre's framework?

How do we acknowledge help construct a positive learner self / how do we strengthen identity?

Are we revisiting the learning stories / seeking parents' perspective?