Anna - 'Boots on'
Reflection - what these stories exemplify
Anna can understand and manage what is needed in order for her to use the playground. Rules are part of everyday life and Anna is learning this (using language, and symbols, and texts; managing self).
How might these stories strengthen Anna’s identity as a learner?
Anna showed she can follow an instruction and also take the lead by getting the boots herself and putting them on independently (agency). This learning occurred over three months (continuity), outside in the playground, in the classroom, and at the Room 2 gate (breadth). Anna interacted with two teacher aides, her classroom teacher, and her classmates. She also managed the necessary equipment of her socks and boots (depth).
For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.
Level 1 English
Anna’s learning can be linked to the Listening, Reading, and Viewing strand of English. Anna is able to listen and follow simple instructions (“Boots stay on” and “Boots on first”). This requires comprehension strategies and some understanding of language features.
What does this tell us about teaching and learning in this setting?
Safety is a big priority at Anna’s school. Having sensible safety rules enables students to participate in all of the learning opportunities, including the playground, available to them. Such rules are supported by all staff and students (creating a supportive learning environment). Anna co-operated. She knew that if she wanted to go to the playground she would only be allowed if she had footwear on (encouraging reflective thought and action).
Because Anna was familiar with the playground routine, she felt able to take the initiative after a period of time, get her boots and put them on without support (making connections to prior learning and experience). When something like a playground is highly motivating for students it is amazing what they can do for themselves!
Reflective questions for the reader
“What routines offer learning opportunities in your classroom?”
“How do you encourage or make space for your students to take initiative with their learning?”
“What are your students highly motivated by?”
Fanning, R. (2008). Fostering motivation in kids with learning and attention problems. Available on the Great Schools website, at http://www.greatschools.net/cgi-bin/showarticle/2633 . Accessed 28 October 2008.
Physical activity for healthy, confident kids: guidelines for sustainable physical activity in school communities. (2007). Wellington, N.Z.: Learning Media.
Safe, healthy environments, childhood and adolescence. Available on the website of the Public Health Agency of Canada, at http://www.phac-aspc.gc.ca/dca-dea/allchildren_touslesenfants/she_main-eng.php . Accessed 28 October 2008.