Teaching as Inquiry
Anne Robertson Connected Learning Advisory
@robeanne
http://bit.ly/2qiLMw9
Why?
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. ... In the focusing inquiry, teachers identify the outcomes they want their students to achieve.
Ministry of Education, 2007b, page 35
Aug 26, 2009 http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
Why?
Where does your inquiry come from?
Who owns it?
How does it evolve?
"The overarching purpose of portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility, and dedication."
(p.10) - Paris & Ayres.(1994)
What?
So what?
Now what?
How do you get from shoot, to blossom to fruit?
Scanning
we should “...be genuinely curious about our learners and … stay open to all kinds of new information and insights” and that we “need to get underneath the data to understand what these numbers are actually telling us.”
(p. 7) Timperley et al
Scanning
What is working well in my classroom?
Where are there gaps?
Is what is working, working for all children?
Why?
Focussing
“We need to consider focus areas with high leverage in addressing important issues and, at the same time, ensure that the chosen direction is manageable.”
(p. 10) Timperley et al
Focussing
How will we know that we have made enough of a difference? (And what constitutes ‘enough’?)
Developing a Hunch
a ‘hunch’ is about “what might be leading to what”
“.. we (have to) get our hunches ‘out on the table’ so that we can test them by seeking relevant evidence to figure out which ones are likely to more more accurate and useful.” (p. 12)
Developing a Hunch
What am I doing or not doing that is leading to the “gap” or problem in my class?
Are any of my routines and structures contributing to the situation for my learners?
How can I test my assumptions/hunches with my learners?
New Learning
“This phase is critically important because better outcomes for learners are a result of teachers and leaders acquiring new knowledge and developing new skills that lead to new actions” (p. 14)
New Learning
How and where will I learn more about what to do?
Taking Action
“Usually we have to try something out in action, reflect on how it went, have someone help us to understand the ideas more deeply, and then try it out again” (p. 17)
Taking Action
How do I choose what action to take from the many possibilities?
How do I create opportunities for dialogue, observation, reflection without fear of judgement or failure?
How can I evaluate the impact of new learning and actions on my learners?
Checking
“We need to involve learners and their families in the checking process if we are to have a full picture of how much difference is being made. Professionals’ observations and perceptions are an important piece of the puzzle but do not tell the whole story.” (p. 21)
Checking
Have I made enough of a difference for ALL learners?
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All photos by Anne Robertson.