As teachers see inquiry in action, writing narrative assessments, known in New Zealand as Learning Stories (professor Margaret Carr, 2001) gives families, children and teaching colleagues insights into children’s learning in the context it happened. As teachers track learning progress over time, an in-depth understanding of their learning identity is formed. Families and children contribute to this and a strong identity that learning is inquiry, as children pursue their interests with energy and commitment, hardwork and effort, reinforces learning characteristics that lead to learning success life long.
The link below will enable you to read a Learning Story from the Tinkering workshop at Greerton Early Childhood Centre. Enjoy!
elpinquirylearning 
Simple but profound. I hadn’t thought about including my learning in learning stories such that is shown in Poppy’s butterfly. I read this and feel profoundly moved to observe my students more, capturing moments of brilliance.
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Hi Tara, I very much love the way Gavin has written his own learning into the Learning Story too. I think this shows how a teacher positions himself as a learner; as not always knowing the answer and this is such a wonderful place to be as it invites reflection, conversation and a realisation that acting alongside children, in a companionable way, fosters creative thought. Teachers’ roles have often been seen as filling children up with knowledge and skills prescriptively but this learning described by Gavin is about tuned in, respectful, camaraderie. I rather like this notion because one partner might be more experienced than the other but the power is shared, the learning is surprising and most often far more than a designed learning outcome could ever envisage.
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