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Teaching as inquiry | An overview

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These slides were integrated into sessions with New Zealand schools during February 2014.

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Teaching as inquiry | An overview

  1. 1. Teaching as Inquiry
  2. 2. A journey of a thousand steps
  3. 3. Our learners – what do we know? •  Where are they from? •  What are they strong in? •  What can we build on? •  What do they need help with? •  Where are there potential barriers to progress in different contexts?
  4. 4. Who? | You! •  How do you prefer to manage your learning? •  What works well? •  What is challenging for you?
  5. 5. “…inquiry should not be seen as an add-on or a project, but rather as a way of professional being for the educator of the 21st century.” Why? | Adaptive experts - Reid, 2004, p. 8
  6. 6. How? Inquiry can be: •  collaborative inquiry (such as data analyses, discussions about best practice, peer observations and peer feedback) •  self review (programme reviews and action research) •  documented personal reflections (such as journals and portfolios) •  reflection in action.
  7. 7. “To strengthen performance management systems, data about student achievement needs to be the basis for the professional learning goals teachers set, and the reference point against which teachers and leaders measure the improvements that have been made with respect to professional growth and impacts for learners.”
  8. 8. Good habits for teachers •  •  •  •  •  Clear, precise questions focused on students’ needs, based on information Close observation of students feeding in all the time Quick response to learners’ needs as you discover what’s required On-going and continuous Critical discussion about what strategies are woring – and which need to change
  9. 9. Good systems for schools •  •  •  •  •  Inquiry as reflection in portfolios Focus on reflection as part of appraisal PD that focused on inquiries Research projects and self-review that informed planning Groups of teachers reviewing data and discussing next steps together
  10. 10. What? | Frame a tight question based on data 1.  2.  3.  How can I teach writing better using digital technologies? What’s happening in other schools with e-learning? How can I use a collaborative writing tool to engage those identified students who need support at the drafting stage?
  11. 11. What? | What’s going on for learners? •  •  Student data (qual/quant) Observation •  Video/photo/record ‘on the fly’ Discussion with the students Discussions with whānau/ community •  • 
  12. 12. What? | How can I learn more about what to do? •  •  •  •  •  •  Readings PD Connect to other schools/ teachers Critical discussion with colleagues Lesson observation Shared teaching
  13. 13. What? | What can I do differently? •  Review why I do what I do now •  Discuss with other colleagues •  Open to learning conversations •  •  •  Observe other teachers Visit other schools Research; connect
  14. 14. What? | Have we made enough of a difference? •  •  Student data (qual/quant) Observation •  •  Discussion with the students Relationships with whānau/
  15. 15. Further reading… •  ERO Reports on inquiry: •  Leading inquiry at teacher level – Ed Leaders •  Key Competencies and teaching as inquiry •  Inquiry-based practice – INSTEP •  NZC Online inquiry stories •  Teaching as inquiry – Green Bay High •  Teaching as inquiry – Noeline Wright •  Teachers’ portfolios – Karen’s Pinterest page
  16. 16. Image credits by slide number. Sourced via CC Search 1.  Image: 2. 3.  Timperley & Earle, 2012 4.  Karen Melhuish Spencer adapted from Simon Sinek 5.  Image: 6.  Image: 7.  Image 8.  ImAge: 9. 10.  Image: 11.  Image: 12.  Image 13. 14.  Image: 15.  ImAge: 16.  Image: 17.  Image 18.