Report

TEACHING AS INQUIRY WHAT DO YOU UNDERSTAND BY: Teaching as Inquiry Inquiry Learning Teaching as Inquiry Where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the students Brings about effective teaching and learning Is a continuous, reflective, iterative and cyclical process Is evidence based pedagogy The model (pg35)NZC Inquiry learning A process where students co-construct their learning in an authentic context Is an integrated process for examining issues, ideas and themes May be used in a particular context for a clearly defined outcome Could be part of teaching as inquiry process Teaching Inquiry Teaching Learning Focusing Inquiry “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” NZC Is there something I need to change? What are the next steps for learning? Learning Inquiry Teaching Inquiry Teaching Learning Focusing Inquiry 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. What is important(and therefore worth spending time on), given where my students are at? “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” NZC Is there something I need to change? What are the next steps for learning? Learning Inquiry Teaching Inquiry The Teaching 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. What strategies (evidence based) are most likely to help my students learn this? Focusing Inquiry 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. What is important(and therefore worth spending time on), given where my students are at? Learning “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” NZC Is there something I need to change? What are the next steps for learning? Learning Inquiry Teaching Inquiry Teaching 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. What strategies (evidence based) are most likely to help my students learn this? Focusing Inquiry 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. What is important(and therefore worth spending time on), given where my students are at? Learning “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” NZC Is there something I need to change? Learning Inquiry Key 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. What are the next steps for learning? http://nzcurriculum.tki.org.nz/Curriculumstories/Case-studies/Teachers-as-learnersInquiry SCALE OF YOUR INQUIRY Yearly Term Unit Lesson WHAT MAKES AN EFFECTIVE TEACHER? “The inquiring teacher: Clarifying the concept of teaching effectiveness” Dr Graeme Aitken There are three views of teaching effectiveness: The ‘style’ view A 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 The ‘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 teacher’s 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 “Leading Inquiry at a Teacher level Its all about mentorship” Mike Fowler BEFORE WE DO AN INQUIRY Know the learner - what does this mean? WHAT CAN AN INQUIRY BE BASED ON? DATA Literacy Curriculum SOME EXAMPLES JIM’S INQUIRY How to solve a problem. SOME FINAL THOUGHTS Research 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 5 Buddy 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.