Teaching as Inquiry

Teaching as InquiryExplain how this fits into HODs being Leaders of LearningHODs leading their dept thru PLDThis session has been designed for you to take back and use with your dept.1What do you understand by:Teaching as Inquiry

Inquiry LearningDiscuss in groups/feed back

Then go next slide for summary2Teaching as Inquiry

Inquiry learning

Where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the studentsBrings about effective teaching and learningIs a continuous, reflective, iterative and cyclical processIs evidence based pedagogyThe model (pg35)NZC

A process where students co-construct their learning in an authentic contextIs an integrated process for examining issues, ideas and themesMay be used in a particular context for a clearly defined outcomeCould be part of teaching as inquiry processDiscuss each bit of this briefly3

Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students NZCThis is the inquiry cycleIs a continuous, reflective, iterative and cyclical processDo Jigsaw activity from Teachers as learners: Improving outcomes for Maori and Pasifca Students through Inquiry.There are three parts so split group to make this work.Focussing inquiry pp 8 to 9Teaching inquiry:pp10 and 11Learning inquiry : pp12 to13

Handout sheet for Ts to fill in.

The next slides fill out the table block by block with major features.

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Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students NZCThis is the inquiry cycleIs a continuous, reflective, iterative and cyclical process

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Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students NZCThis is the inquiry cycleIs a continuous, reflective, iterative and cyclical process

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Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students NZChttp://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-InquiryThis is the inquiry cycleIs a continuous, reflective, iterative and cyclical process

Questions to think about as you prepare your InquiryWhy have you decided to take action?What data and information is your inquiry based on?What do want to achieve out of your inquiry. What is most important?Is there research or literature that has influenced, or might influence the design and direction your inquiry might take?What resources can you draw on during your inquiryHow will you go about implementing your initiative? What steps will you take? What teaching and learning opportunities can you plan to achieve your objectives?

Look at Maori cycle and the questions handout.

7Scale of your InquiryYearlyTermUnitLessonDiscuss examples of each of these.8The inquiring teacher: Clarifying the concept of teaching effectivenessDr Graeme AitkenThere are three views of teaching effectiveness:

The style viewA common view of teaching effectiveness which focuses on how teachers teach.

It is not what the teacher does that matters it is what is happening for the students

What makes an effective teacher?Article by Graeme Aitken. PDF attached.Work thru each of the three views9The outcomes approach

A common view of teaching effectiveness which focuses on student results.

While the assessment of teaching effectiveness must attend to student outcomes and a teachers role in developing these, outcomes do not determine effectiveness.The inquiry approach

An alternative view of teaching effectiveness that incorporates style and outcomes within an inquiry based framework

Effective teachers inquire into the relationship between what they do (style) and what happens for students (outcomes). But effective teachers do more than simply inquire (or reflect) they take action (in relation to what they are doing in the classroom) to improve the outcomes for students and continue to inquire into the value of these interventions.

Thus effective teaching is more than style and it is more than outcomes it is the continual interrogation of the relationship between these two dimensions with the aim of enhancing student achievement.

Such a model implies particular attitudes or dispositions (open-mindedness, fallibility) and particular actions (questioning students about what they are understanding) but it does not prescribe or checklist such qualities. It simply prescribes inquiry, action and the search for improvement

Ts to read this.12Leading Inquiry at a Teacher levelIts all about mentorship

Mike FowlerAn excellent article. Handout .

Email reading out to teachers before workshop if possible. Alternatively, jigsaw the reading one page each per group then report back to full group.13Before we do an inquiryKnow the learner - what does this mean?Brief discussionKey ideas what does this mean?

Write down 3 things about each focus student that has nothing to do with their classwork.14What can an Inquiry be based on?DATACurriculumLiteracyMost teaching inquiry can be based around one of these.Data what sorts of data (NCEA, entrance data, National Stds, diagnostic snapshots, topic tests, student voice,)

Curriculum content , pedagogy, course structure, student Pathways, culturally responsive pedagogy.

Literacy Specific subject literacy issues how can I teach the students to read the tasks? Etc.

15Some examplesHandouts of Inquiry sheets, reflection sheets etc.Emphasis on the students it is about you moving these students

How to use mini white boardsHow to use starters effectivelyHow to use strategies to make Stds accessible to low level students.

16Jims inquiryHow to solve a problem.Next session.17Some final thoughtsResearch tells us it is the best way to go (BES research)

It is part of Teacher Registration requirements. (TRC)

ERO are looking for evidence that is is happening in schools.

There are clear benefits for students and teachers when inquiry happens well.

Frame an Inquiry Take 5Buddy up and frame an inquiry using the handout.

Your inquiry

One student, one concern, one intervention and report in next workshop what happened.

This is something you can do with your teachers.TeachingTeaching Inquiry

Learning

Focusing InquiryWhat are the next steps for learning?Is there something I need to change?

Learning Inquiry

Personalise underachieving studentsTell me about their achievement?TeacherWhat are our beliefs about why this is so?What are our beliefs about what this student can achieve?What does the student believe ?What strategies can I use to support this student to make a shift?

TeachingTeaching Inquiry

Learning

What are the next steps for learning?Is there something I need to change?

The focussing inquiry establishes a baseline and a direction.The teacher uses all the available information to determine what their students have already learned and what they need to earn next.Key question: What is important(and therefore worth spending time on), given where my students are at?Focusing InquiryLearning Inquiry

Personalise underachieving studentsTell me about their achievement?TeacherWhat are our beliefs about why this is so?What are our beliefs about what this student can achieve?What does the student believe ?What strategies can I use to support this student to make a shift?

Teaching Inquiry The teacher uses evidence from research and their own past experience and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focussing inquiry.Key question: What strategies (evidence based) are most likely to help my students learn this?

Teaching

Learning

What are the next steps for learning?Is there something I need to change?

The focussing inquiry establishes a baseline and a direction.The teacher uses all the available information to determine what their students have already learned and what they need to earn next.Key question: What is important(and therefore worth spending time on), given where my students are at?Focusing InquiryLearning Inquiry

Personalise underachieving studentsTell me about their achievement?TeacherWhat are our beliefs about why this is so?What are our beliefs about what this student can achieve?What does the student believe ?What strategies can I use to support this student to make a shift?

Teaching InquiryThe teacher uses evidence from research and their own past experience and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focussing inquiry.Key question: What strategies (evidence based) are most likely to help my students learn this?

Teaching

Learning

What are the next steps for learning?Is there something I need to change?

Learning InquiryKey question: What happened as a result of the learning and what are the implications for future teaching?The T investigates the success of the Teaching in terms of the prioritised outcomes using a range of assessment approaches.They do this both while the learning is in progress and also in longer term sequences of work come to an end. They then analyse and interpret the information to consider what to do next.

The focussing inquiry establishes a baseline and a direction.The teacher uses all the available information to determine what their students have already learned and what they need to learn next.Key question: What is important(and therefore worth spending time on), given where my students are at?Focusing Inquiry

Personalise underachieving studentsTell me about their achievement?TeacherWhat are our beliefs about why this is so?What are our beliefs about what this student can achieve?What does the student believe ?What strategies can I use to support this student to make a shift?