Te kite, te whakaahua, te huritao, te urupare

Aromatawai ā-paki - Narrative Assessment: an introduction

Ko te ahurei o te tamaitiarahia ō tātou mahi

Te kite, te whakaahua, te huritao, te urupare

Whakapapa

Mātauranga Māori

Ako

Aromatawai

Aromatawai ā-paki


An example - setting the scene

Kupu whakataki - introduction

Ben is a happy boy with a passion for Thomas the Tank Engine. Ben is a Year

5 student in a composite class of 24 children. He is an autistic child.

A teacher’s voiceAt present, Ben is isolated, lacking the social skills to interact with his peers. It

is the beginning of the year and our class is about to go on camp. I want

Ben to feel like a member of our class and for his peers to have the skills to

include Ben. Te kite, te whakaahua, te

huritao, te urupare

A short introductory paragraph to

background the ākonga and his or her

learning setting

Multiple perspectivesA parent’s voice

Ben’s Mum is very worried that as he gets older and as the ‘gap’ (both academically and socially) between Ben and his peers grows wider, he will be bullied.

It is very important to her that Ben is polite and respectful of people.

Voice of Ben’s peers

Ben’s peers try to include him in their games during break times and in class. They become quite dejected when Ben rejects their attempts to include him and so leave him by himself.

Voice of his kaiāwhina

Kathy and Ben are a great team. Ben works hard with and for Kathy. Her opinion of him matters a great deal to Ben. Kathy knows Ben well; this includes strategies that work well to engage Ben.

Kathy describes Ben as being good at Maths. She would like to see Ben get better at writing.


Introduction - setting the scene

Strategies being used to support the learner

We have been trialling different ways to help Ben how to interact with other students in the classroom and to participate in classroom activities. The skills we have been working on include:

• taking turns

• looking at the speaker

• waiting and responding to questions.

Collaboratively with the teacher aide

This work has been further supported by the teacher aide who works five times a week, for two hours per session working on the strategies above.


The narrative -what was noticed or observed?

Setting/context where and why?

The morning before school had started.

Plot/what was being learnt?

I noticed Ben initiating a conversation with his classmates, something he has never done before because of his difficulties in expressing his ideas and thoughts. He asked students what they enjoyed the most at camp and waited for their responses. At times, he would even provide a simple description of his favourite activity.

Character/ what was the student doing?

Ben spoke animatedly, with a huge grin on his face.


A magical moment

Interpretation and analysis- a description of what was observed and the importance of this

Ben is beginning to show signs of seeing himself as a member of our class

community. His peers are also responding to him and are keen to include

him in their games on the playground. His classmates recognise that this

is a huge step for Ben and are keen to support him with his learning in the

classroom by taking turns at being his buddy and giving Ben positive

feedback when he is on task or has completed a task well. They are also

keen to report back the positive changes to his behaviour to the teacher.

Eventually it is hoped that Ben’s circle of friends can increase to include

other children from neighbouring classrooms and/or school wide at events

like school assemblies with the support of close friends.


Interpretation and analysis

Links with Te Marautanga o Aotearoa

Ngā Matapono Whānui

•Ko te ākonga te putake o te ako

•Kia pumau te ākonga ki a ia anō

•Kia eke te ākonga ki tōna taumata

•Me mahi tahi te Kura, te whānau, te hapū, te iwi, me te

hapori

•Ko te oranga taiao, he oranga tangata


Analysis of the learning in view of what next

• Role play with the support of the teacher aide, asking and answering a greater variety of questions and responses in a small group.

Try to plan for a range of activities that enable Ben to “experience” the learning and to tap into his interests, thereby increasing his level of participation.

Ben will now read in class with Tui reading group rather than be withdrawn for reading. This will provide Ben (and his peers) with more opportunities to practice their interpersonal skills within a supported environment.


So who does aromatawai ā-paki target?

Narrative assessment is aimed at supporting the learning of ākonga

whose learning huarahi is different to that of others.

So, what things would make it different?

He aha ō whakaaro?

He aha ngā painga?it focuses on the learner rather than comparing

their progress against that of another ākongavalidates some of the small but significant steps being taken by ākonga e.g., the ākonga who now greets the kaiako each morninga series of learning stories would show the pattern of progress

For more information

Check out our website:http://aromatawaiapaki.org.nz/

Video clip about aromatawai ā-pakihttp://aromatawaiapaki.org.nz/Nga-hononga/Nga-ataata/Aromatawai-a-Paki

http://aromatawaiapaki.org.nz/

http://aromatawaiapaki.org.nz/Nga-hononga/Nga-ataata/Aromatawai-a-Paki

Documents

Te kite, te whakaahua, te huritao, te urupare