IDP Me
14 July 2019, Lynn Rupe
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?
Interesting and informative
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.
Discovering learning dispositions
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.
Portfolios that show progress and partnership?
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.
Click to see full Learning Story. |
Click to see full Learning Story. |
Click to see full Learning Story. |
To IDP or not?
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?
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?
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