IDP Me
In the New Zealand early childhood sector or maybe even beyond into primary school should we be talking about Individual Development Plans or documentation that is:
I nteresting, informative
Discovering learning dispositions held in
Portfolios that show progress and partnership?
If the goal of education is to grow learners then what should we focus on for assessment of learning? Building learning muscles or dispositions is something that Guy Claxton has researched as you can see in his video above. Professor Guy Claxton talks about the split screen of learning which includes the what, the how and how it grows children's attitude toward learning. Learning Stories shape children's identities of themselves as learners. When teachers use the language of learning to describe the child then this is what they become. Children become the voices of those around them. Through Learning Stories are we talking to children about building their learning muscles? Muscles such as thinking, planning, creativity, problem-solving, effort, courage, playfulness, reasoning or many.
Discovering learning dispositions held in
Portfolios that show progress and partnership?
As teachers in NZ education we have the privilege of being able to document children's learning through Learning Stories which are often housed in the child's portfolio. The learning portfolio is evidence of the real IDP. Worryingly, over the last year I have noticed teachers writing up formal Individual Development Plans for children. Why worryingly, well the time spent writing one of these needs/deficit based plans could be spent writing a credit based celebration of the learning that the teacher is noticing, recognising and responding to. It is important to make sure what we do counts, we do not want to create paper for paper sake therefore we need to ask the question is an IDP the most effective way to think about children's learning and how does the idea of an IDP fit with Te Whāriki (2017), the New Zealand curriculum?
Let us think about the alternative - portfolios full of Learning Stories that are interesting, talk about dispositional learning that show progress and partnership with whānau and children. Firstly, it is wise to think about what you value as learning - what is the goal of education? When we know this then we can talk about progress toward that goal. I have written about this in a previous blog titled 'I never thought I'd...' This is a question I have asked many many teachers over the years and I think at the heart of their reply is that the goal of education is to grow learners.
Interesting and informative
When Learning Stories are written from a position of 'wow I just have to write about this moment'
then they cannot help but be interesting. It is when teachers move from the 'wow' into an accountability mode that Learning Stories can lose their power to engage the reader and writer or to talk about the amazing learning that happens for children. Often teachers are given groups of children to write for and this can put them on a slippery slope of accountability to paper rather than the child and their learning.
What makes a Learning Story interesting - often the narrative invites the reader into the Learning Story. The Learning Story is a celebration of the learning that is happening. Here is an example of a Learning Story written for Roman titled Nothing is ever as it seems. Learning Stories hold the attention of the reader whether it
is the child, the whānau or the teachers when they show a real understanding of who the child is and what drives their learning. Te Whariki (2017) reminds us to think about the learning that happens through play and how children's interests (passions) drive their learning.
The Learning Story is evidence of how teachers follow the notice, recognise and respond sequence. Teachers write the narrative this is the noticing then the next section is about recognising the learning that is happening and the respond, talks about the way your teaching practice will support the learning further. Learning Stories are formative assessment. For reflective teachers Learning Stories have the power to transform teaching practice. It is the thoughtful engagement with Learning Stories that shows a deep understanding of who the child is and how to support them as a learner.
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| Click to read the full Learning Story |
The Learning Story is evidence of how teachers follow the notice, recognise and respond sequence. Teachers write the narrative this is the noticing then the next section is about recognising the learning that is happening and the respond, talks about the way your teaching practice will support the learning further. Learning Stories are formative assessment. For reflective teachers Learning Stories have the power to transform teaching practice. It is the thoughtful engagement with Learning Stories that shows a deep understanding of who the child is and how to support them as a learner.
Discovering learning dispositions
If the goal of education is to grow learners then what should we focus on for assessment of learning? Building learning muscles or dispositions is something that Guy Claxton has researched as you can see in his video above. Professor Guy Claxton talks about the split screen of learning which includes the what, the how and how it grows children's attitude toward learning. Learning Stories shape children's identities of themselves as learners. When teachers use the language of learning to describe the child then this is what they become. Children become the voices of those around them. Through Learning Stories are we talking to children about building their learning muscles? Muscles such as thinking, planning, creativity, problem-solving, effort, courage, playfulness, reasoning or many.
During a StarTalk interview Jane Goodall talked about how during her childhood she was supported to be curious, ask question, to not be giving the right answers, making mistakes, not giving up and learn patience. Jane Goodall did not take the traditional path to becoming a world recognised scientist and credits her childhood of being encouraged to be a learner and a thinker to her success.
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| Click to read full Learning Story |
Ever since Roman was a baby first learning to master the stairs he has heard the messages of his learning through learning stories that celebrate the mastering of new skills or knowledge plus the strengthening of his learning muscles. These messages constantly build his view of himself as a capable learner and give him the learning language to use to describe himself and the process of learning.
Lorraine Sands talks about the way we support children's learner identity through focusing our assessment of learning on learning is learnable.
Lorraine Sands talks about the way we support children's learner identity through focusing our assessment of learning on learning is learnable.
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| Click to read the full article on Learning Stories |
Portfolios that show progress and partnership?
To quote Carr and Lee (2019, pg. 140) "The portfolios in which Learning Stories are housed provide a measure of the growing of learning dispositions, skills and knowledge: a learner-self." Thinking
back to the goal of education to grow learners and thinkers and what this might look like as progress would mean to see a golden thread of continuity that focuses on learning dispositions and learner-self. Roman's identity of himself as a learner has grown since that first Learning Story that celebrated his unique thinking and ability to experiment with his own ideas. Of course over time his ability in thinking, creating and problem solving has grown in complexity - this is progress toward that educational goal.
Learning Stories are the conversation that creates a partnership in the learning. Fleet, Patterson & Robinson wrote in their book Insights,
"Teachers, children and families are able to interpret, reflect and contribute to the happenings of the kindergarten because documentation (Learning Stories) invites a dialogue among them. This dialogue creates multiple perspective and interpretations." Roman has many Learning Stories from both his early childhood teachers and his whānau creating a real partnership in his learning. This partnership happens through Learning Stories that show an understanding of Roman and who he is as a learner. Emotionally flat Learning Stories written for accountability would not create such a rich conversation between home and the centre.
"Teachers, children and families are able to interpret, reflect and contribute to the happenings of the kindergarten because documentation (Learning Stories) invites a dialogue among them. This dialogue creates multiple perspective and interpretations." Roman has many Learning Stories from both his early childhood teachers and his whānau creating a real partnership in his learning. This partnership happens through Learning Stories that show an understanding of Roman and who he is as a learner. Emotionally flat Learning Stories written for accountability would not create such a rich conversation between home and the centre.
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| Click to see full Learning Story. |
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| Click to see full Learning Story. |
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| Click to see full Learning Story. |
To IDP or not?
Portfolios house the children's Learning Stories and over time build credit based individual plans
that make evident the way children can lead their own learning in their own time in their own way - ā tōna wa.(Te Whāriki, 2017) Learning Stories do not rush ahead of the child to create planning that maybe disconnected from where the child would lead their own learning, rather they are meaningful assessment of the learning that is happening in the moment for the child with the child firmly in the drivers seat.
So how do IDPs fit with Te Whāriki? Do they allow for children's agency and sense of children learning in their own way in their own time? Are they keeping true to the Principles of Te Whāriki - WHAKAMANA, KOTAHITANGA, WHĀNAU TANGATA, and NGĀ HONONGĀ?
So how do IDPs fit with Te Whāriki? Do they allow for children's agency and sense of children learning in their own way in their own time? Are they keeping true to the Principles of Te Whāriki - WHAKAMANA, KOTAHITANGA, WHĀNAU TANGATA, and NGĀ HONONGĀ?
Formal deficit written IDPs have the potential to rob both children and teachers of the joy of learning as the focus turns to needs and planning to fill in the gaps for children's learning. Loris Malaguzzi said, "Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before." Learning Stories are an assessment tool that makes evident teaching practice and knowledge, strengthens learner identity, never goes ahead of children, is credit based, creates a partnership with whānau and at all times are a privilege to write.
Learning is emotionally engaging and what children NEED are not plans that try to fill up perceived gaps in knowledge or skills, but thoughtful heart felt Learning Stories that are a celebration of learning. What is needed is assessment documentation that makes teachers hearts sing to write and the child and whānau heart to fill with a sense I know the teachers "can see me" the child and all that I bring. “Ko te ahurei o te tamaiti arahia o tatou mahi - Let the uniqueness of the child guide our work.”
What would you choose to spend your time on?
Learning is emotionally engaging and what children NEED are not plans that try to fill up perceived gaps in knowledge or skills, but thoughtful heart felt Learning Stories that are a celebration of learning. What is needed is assessment documentation that makes teachers hearts sing to write and the child and whānau heart to fill with a sense I know the teachers "can see me" the child and all that I bring. “Ko te ahurei o te tamaiti arahia o tatou mahi - Let the uniqueness of the child guide our work.”
What would you choose to spend your time on?
Carr, M. and Lee, W. (2019). Learning Stories in Practice: London:Sage Publishing
Fleet, A.,Patterson, C. & Robinson,J. (2006) Insights: Behind early childhood pedagogical documentation: Pademelon Press:New South Wales
NZ Ministry of Education (2017), Te Whariki. He whāriki mātauranga mō ngā mokopuna o Aotearoa:Early Childhood Curriculum: Ministry of Education: New Zealand
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