As a public school teacher assessment is often on my mind. There is the personal motivation to best know your students and how to best nurture each child's development. There are also school-wide and state mandated standards and assessment expectations to be addressed. In the last four years of teaching pre-k I have tried to find a balance between authentic assessment and being held very accountable to my own administration and state (when quality review time roles around). In my research I read about learning stories and felt strongly that this could be a valuable assessment tool. the narrative format is strengths-based and a connection can be made to state or Common Core standards.
I was lucky to find wonderful resources from fellow education bloggers, like over at The Living Classroom, which has a downloadable template, which is helpful to understand format. Below is my first try at a learning story. This one is a bit long as it involves three children but others are shorter. This is now a piece of the portfolio assessment system I have in place and I think it brings me further toward the goal of accountable yet very authentic assessment.
I found E and G
referring to the book Block
City while building
together in the block center. They were replicating the structure from the book
with purposeful focus, looking back to the book often to check their progress.
Later E said, "Now I’m going to build this,” turning to a page in How to Build
a House. Soon their independent replicas began to connect…
the structures become
something much bigger once connected. E,E, and G shared the space and materials to build. The
structure grew, sprawling across most of the available floor space. They
allowed each other to incorporate blocks as each pleased, a true shared creation
and experience.
After some time, I
showed the group the chalk board and chalk available in the center and invited
them to continue drawing ideas for their structure, “like a plan or blueprint.”
They eagerly grabbed chalk and drew on the space together. E said they were
building “My New York.”
After nearly half
an hour on the second day of building E started, at first, to knock over a few
small blocks intentionally. As G and E said nothing he continued. He began
slowly and then soon swam with his whole body in the sea of blocks. G
participated a little – while E watched. Later when E and E saw photos of the
experience, E said he didn’t want everybody to knock it down.
What It Means
Less than a month into the school year, the block
center is still a place of new exploration. The three boys in block center,
over the course of the two days, showed their desire to collaborate with their
peers. The willingness of each child to let others impose their own, individual
ideas, throughout the building process gave great insight into the ability of
each child to share, take turns, collaborate and listen to others.
The instinct of each boy to look to books as a
resource for information highlights their familiarity with books and leads me
to wonder how their families use books at home – does mom or dad use books to
find information? It is also possible that they followed the lead of their
peers. As E was the first to sit and read the books in the center, that could
have motivated E and G to use books as well as a resource.
The children also showed their dexterity, hand-eye
coordination, and over-all well-developed fine motor skills in building such a
complex structure.
Opportunities and
Possibilities
The maturity and complexity of their building
process could mean a keen interest in construction. These boys might be
interested in observing the construction of the new apartment building across
the street. Anny and I should plan to stop in front of this building on the next walking trip and speak
with E,E, and G about the building to see if there is interest.
The interest and authentic use of text in the
block center makes it clear that we need to monitor how the books are being
used and ensure than we are rotating books to add new inspiration. We could ask
the children if they would like to make their own block book as well, to keep
in the block center. This would be a purposeful literacy experience and instill
a sense of pride and ownership, from creating a “useable” book.
After the experience was
complete and E shared that he did not want the blocks knocked down I realized
that I should have prompted E to check with his co-collaborators first before
razing “My New York.” This reinforces using language to ask questions and
express ourselves. This is a reminder for me and Anny as we work to create the
culture of our classroom community.
NEW YORK STATE
PREKINDERGARTEN LEARNING STANDARDS
Domain: Approaches to Learning
- Children actively and confidently engage in play
as a means of exploration and learning.
- Children approach tasks, activities and problems
with creativity, imagination and/or willingness to try new experiences or
activities.
Domain: Social and Emotional
Development
- Children demonstrate pro-social problem solving
skills in social interactions.
- Children develop positive relationships with their
peers.
Domain: Communication, Language, and
Literacy
Viewing
- Children demonstrate that they understand what
they observe.
Representing
- Children demonstrate their ability to express
their ideas using a variety of media.
Writing
- Children demonstrate their ability to express
their ideas using a variety of media.
Reading
- Children demonstrate motivation to read.
- Children demonstrate knowledge and awareness of
book/print concepts.
Domain: Cognition and Knowledge of the
World (Mathematics)
- Make sense of
problems and persevere in solving the problem.
.
