1. JUGYOU KENYYUU
Teacher Inquiry RSS Style

2. BACKGROUND
Some years ago we instigated a series of classroom observations and
discussions known as numeracy natters, literacy looks, formative
chats…. to name but a few focus areas. Your feedback on what you
would like to see more of in 2012, coupled with current literature
suggests we need to re-ignite classroom visits with greater purpose.
Brief of this trial: Groups of teachers work together to refine
individual lessons, jointly planning, executing and then evaluating
different instructional strategies for achieving a specific learning
objective. This approach will enable teachers to share best practice,
learn from each others strengths and weaknesses, and jointly
develop and disseminate excellent practice.

3. STAGES - PLANNING
define a problem, theme or new idea,
make a comprehensive plan.
Check that charter priorities or curriculum ‘driving forces’ are planned for, especially that
of formative practice.
a.! efine formative practice? Different components? Why is this important? What is
D
expected impact?
b.Identifying the context or nature of the actual lesson.
c.!Develop stages of the lesson?
d.Identify resources required?
e.! ecide the roles of all the others?
D
f.!Group discuss –what might change, go wrong? Impact on this ?

4. Planning define a problem, theme or new idea...
Notes(phrase appreciatively) , theme or new idea, Check that charter priorities or
curriculum ‘driving forces’ are planned for, especially that of formative practice.
Depth in dialogue between participant in learning encourages higher order critical and
creating thinking.
Answers can be explored, more than one right answer, justify,
Different thinking
Development of language, especially oral and conversational skills.

5. What is meant by formative practice? Different
components? Why is this important? What is
expected impact?
Student Teacher
• Co-construction of learning • Knowing the learner
intentions and success criteria. • moving children from where they are.
• Understanding the learning as • Differentiated
opposed to the activity/ • Unlocking prior knowledge
context. • Engaging rich purposeful learning
• Dialogue focus on the learning. • Rich questioning
• Increasing self awareness • Setting and sharing learning intentions.
• Peer and self assessment • Unpacking the learning.
• Acting on or responding to • Effective Feedback
feedback. • Providing the time and structure, model.
• Ongoing goal setting - • Monitoring progress - authentic
awareness of progress and next assessment
learning steps • Analysing assessment
• Choices

6. INQUIRY FOCUS
HOW ARE WE BUILDING STUDENTS’ CAPACITY AS LEARNERS?
Participating and contributing
Questioning - posing and responding to questions
Discussing ideas and elaborating
Reflecting on learning
Group learning
Awareness of self - blockers/drivers to learning
Pondering and wondering

7. Identifying the context or nature of the actual
lesson. (What is going to be taught….content). Is
this going to be whole class or small group?
Phase of Inquiry: TUNING IN TO STUDENTS
PRE-TEACHING:
Overview of the ‘inquiry’. Participation strategies (co-constructed)
LESSON:
Interview discussion in groups (videoed)
-Where does water come from?
-How do you use water?
- Can you think of situations when water is a problem?
(graph of responses - data to use)
WALT: Split screen thinking:
Context: water
Learning skills: participating in a group (Key Competency: Participating & Contributing)
REFLECTION
Conversations: How well did we respond to the questions?
Wonderings: What are we wondering about...?

8. BONES/STRUCTURE
What are the stages of the lesson? What will happen first? Next?
Student review? children? (What will they actually be doing)?
Starter
to set the scene for the learning with the purpose of motivating and engaging students.
Introducing the questions.
Reflection
Reflecting on the starter.
Learning/Task Overview - The Journey & Purpose (including the WHY)
What are we going to be do and why is this something we are learning.
Setting and sharing the learning intentions
What is the learning focus?
Modelling and Examples
Clarifying the intended learning, distinguishing between what you want them to learn and how you want them
to learn it.
Explicit teaching
What will we need to do to be successful?
Begin to develop success criteria.
Task Instruction
Checking Clarity
What are we learning to do? (this occurs more than once)
Referring to intention and/or criteria e.g. stop/drop and come to the mat
Engaging in Rich Conversations and Feedback (including questioning)
Differentiating
Evaluating/Wrap Up
So how did we go? Where to next? Next learning steps - making connections to other areas...

9. CONTEXT/CONTENT
What are the stages of the lesson? What will happen first? Next?
Student review? children? (What will they actually be doing)?
Starter (to set the scene for the learning with the purpose of motivating and engaging students.)
Reflection (Reflecting on the starter.)
Learning/Task Overview - The Journey & Purpose (including the WHY) What are we going to be do and why is this something we are learning.
Setting and sharing the learning intentions
What is the learning focus?

10. Modelling and Examples Clarifying the intended learning, distinguishing between what you want them to learn and how you want
them to learn it. Explicit teaching.
Pre-prepared writing for ending/Model being a critical friend. Think/Pair/Share
What will we need to do to be successful?
Refine and re-develop success criteria from earlier conversation/modification
Task Instruction
Pairs pre-decided/Visual task card provided/Opportunity for questioning & clarity/1 group of 3 pairs with Jacqui/option to
record conversation/choose docs or book - no deleting please!
Checking Clarity
What are we learning to do? (this occurs more than once) Referring to intention and/or criteria e.g. stop/drop and come to the mat
Clarify the task and my role as observer/facilitator with small group
Engaging in Rich Conversations and Feedback (including questioning)
Prompts: Can you elaborate... So you think that... You could try... Do you agree with.. Why? Can you support your view with evidence...
Can you explain why... Rephrasing (so you are saying that...) Given what you know about, what do you think... What is your opinion?
Why? Could it be better? Is it as good as? Which is better and why?
Differentiating
Choice of recording/opt in for grouping/option to move on when reached point of saturation
Evaluating/Wrap Up So how did we go? Where to next? Next learning steps - making connections to other areas...
reflection questions: What was challenging? What did you do well? What did you learn? How do you know? How did you do
with the SC? (with critical friend) If you were to repeat the learning, what would you improve on?
Making Connections/Social Action - what could you do next?
How can we transfer these skills to other areas of our learning?

11. PRIOR KNOWLEDGE EXPECTATIONS AND
TEACHING THAT IS RELEVANT...
Where are they at?
CONTEXT: (Specific to the transferrable skills)
Knowledge around what good feedback is and how we use it.
Dynamics
Knowing selves as learners - learner profiles
CONTENT: (Specific to THIS lesson)
Need to know problems in the story
Need to know/understand the characters
Structure of the story - problem/resolution (endings)
building tensions
subplots
role of the ending (Jocelyn’s graph)

12. What resources are required?
Book - ‘FOX’
Visual Planning sheets for kids
Pre-written sentence by 1 child
Graph of tension in a narrative
Cameras
Tripods
Laptops/GoogleDocs/Books

13. Structure of how the group will work –who is
teaching? (work this out at the beginning) What
are the roles of all the others?
Teaching 1st Lesson: Jacqui
Video: child
James: Records Teacher lesson structure
Ngaire: Recording/focusing on student dialogue and interaction
Ebony: Recording/focusing on student dialogue and interaction
Jocelyn: Recording Teacher Prompts
Nicole:Rest of class

14. Group discuss –what might change, go wrong?
Impact on this ?
Get stuck on the written component of the learning rather than the dialogue (teacher/
student)
Social issues - grouping and dynamics
Depth is unable to be reached
Pitched too high or too low
Illness
Overplanned???
Time

15. What’s Next?
Implementing and Observing.
Implementing the experimental lesson, replanning lessons, reintroducing the new version
of the lesson plans.
One of the teachers agreed to give a lesson based upon the lesson cooperatively devised
with colleagues. Other teachers become active observers, taking notes.
Each teacher has a specifically assigned role: these are possibilities -one videotapes, one
examines the entire learning-teaching process, another focuses on classroom
management, another the student-teacher interaction ….student-student interaction etc

16. REFLECTING
Sharing observations/observational data, reflecting and evaluating.
After the lesson is taught, all teachers meet again as a group to share observational data,
reflect upon and evaluate the lesson plan and its implementation by the volunteer.
During this session the group examines the appropriateness of the teaching theme, the
materials used, instructional methods, problems with the teacher’s performance, teacher-
student interaction in detail etc.

17. Clarify expectations of participants ----there must
be a measured response…..balance the positives
with negatives….

18. So how did it go? What went well? What features
really came to the fore? What changed? Why?
Was our intent met? To what degree did thr

19. What would we change for the next person to
implement? Develop the next plan.

20. What is transferable to other areas and how
would this be done?

21. Revising –Investigating new teaching strategies,
revising the lessons, reporting & disseminating,
devising a new version of the lesson plan.