21 st Century Teaching as Inquiry A Cross-curricular Approach Gabrielle Ashton and Carol Young

1. 21st Century Teaching as InquiryA Cross-curricular Approach Gabrielle Ashton and Carol Young Team Solutions, Faculty of EducationThe University of Auckland

2. Culture of Inquiry Working within a culture of inquiry will offer us the opportunity to enliven professional discussion about pedagogy and curriculum that will impact on improved teaching and learning

3. Two reasons why • First we must have the capacity to be always deepening our understandings of teaching and learning through reflection and inquiry • Second, if the task of educators is to develop in our students the learning dispositions and capacities to think critically, flexibly and creatively, then educators too must possess and model these capacities

4. “Educators are understood as people who learn from teaching rather than as people who have finished learning how to teach”. Linda Darling-Hammond (2000)

5. What is Inquiry ? 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

6. Inquiry • is a process of systematic, rigorous and critical reflection about professional practice • can be undertaken individually • is most powerful when it is collaborative. • involves educators pursuing their ‘wonderings’ (Hubbard & Power, 1993), seeking answers to questions or puzzles that come from real-world observations and dilemmas from A culture of inquiry by Professor Alan Reid.

7. Why, where and how can we use Teaching as Inquiry? • During a lesson • Reflecting on a lesson • Planning a unit • Evaluating a unit • Planning/evaluating a year’s/5 yr programme of teaching and learning • Planning/evaluating annual department goals / strategic planning

8. Inquiry is not a ‘thing’, such as a model or series of steps or procedures. It involves logical problem-solving processes,It involves intuition, passion and emotion.It is a holistic way of working and responding

9. Effective pedagogies HOW..what are the strategies…pedagogical choices WHAT… The what, and what happened as a result WHO WHY… What is important and how do I know

10. 4. What happens as a result in terms of student learning 3. What strategies will service those outcomes 2. What is important in terms of valuable knowledge 1. What do we need to know about the WHO?

11. Creating a 21st Century learner Focus on high level thinking in the classroom

12. Why choose high level thinking?To create a 21st Century Learner -NZC as a key competency -NCEA at merit/excellence drops out of AO’s and assesses levels of thinking

13. Let Us Look at Teaching as Inquiry In the Classroom Wheredo you start?

14. Demonstrate understanding of how different disciplines influence a technology development. 91051 (1.8 The technological development explored must clearly draw from two or more disciplines and involve collaboration between individuals. Examples of technological developments include but are not limited to – refrigeration, bicycles, virtual reality, world wide web (www), smart materials, functional foods, flat pack furniture, remote control.

15. Investigate the implications of the properties of metals for their use in society. 90946 This investigation involves collecting information about the implications of the properties of metals for their use in society. The information could come from a variety of sources such as direct observations, collection of experimental data, resource sheets, photos, videos, websites and reference texts.

16. Use information literacy skills to form conclusion(s) 90853 Use information literacy skills means completing a systematic exploration into a valid area for inquiry in order to form conclusion(s). The steps taken include: framing the inquiry within an authentic and relevant context based on carefully considered information needs. This may include identifying an area or direction for investigation, or posing a question(s) selecting and using appropriate strategies for locating and processing information evaluating the reliability and usefulness of selected information in relation to the inquiry.

17. Demonstrate understanding of how different disciplines influence a technology development involves • identifying the knowledge and practices drawn from the disciplines • identifying how individuals from the disciplines collaborated during the technological development • describing the impact of knowledge, practices and collaboration on the technological development.

18. Iconic Te RewaRewa http://www.techlink.org.nz/Case-studies/Technological-practice/Materials/Te-Rewa-Rewa-bridge/index.htm http://youtu.be/PI_alkCiC8U

19. Using the Teaching as Inquiry model what strategies can we use to help out students demonstrate comprehensive understanding of the impact of knowledge, practices and collaboration on the development of the Te Rewa Rewa Bridge.

20. A vocabulary learning sequence • Inquiry to identify existing knowledge and needs. • Explicit instruction • Repeated opportunities to practice – both receptive and productive • Metacognitione.g. • Memory strategies • Word-solving strategies • Inquiry into effectiveness of teaching sequence, and planning next steps.

21. Audience and purpose Why would a technology/ science/ english/languages teacher want his/her students to read this text?

22. Background knowledge • What prior knowledge will be important to activate? • What prior knowledge might get in the way of the reading purpose? • What gaps in prior knowledge might disrupt meaning-making?

23. Ideas What are the main ideas you want students to take from this text?

24. Traffic Light Activity Green: all words you are very confident you know the meaning of Orange: words you have seen before but are a little unsure about their meaning Red: words that are completely new to you

25. Summarising in your own words Jot down 20 important words from the article Now choose the 6 MOST important words Now use those six words to sum up the article in a couple of sentences

26. Implied links Challenges WCE faced began with timing the purchase of the steel during a time when international prices were soaring. WDC took a risk and bought the arch, toe and heel tubes before the design detail was completed. What is the relationship between the first & second sentence?

27. Ingenious engineering provided the solution. To launch it across the river the bridge was winched up, supported on the cleaned carriages of two old excavators, then three cranes lifted it onto the abutments.What is the relationship between the first & second sentence?

28. Nominalisations

29. Translate into scientific languageThe makers of the bridge had to ask lots of people what kind of bridge they wanted in their town.Heaps of different people worked together to plan and build a bridge.Not only is the bridge really strong, it looks cool too.

30. Sentence completionThe handrails make the bridge stronger. Every other element also has a similar ____________________ .The bridge designers consulted many different people in the community. _________________ took many months to complete.

31. Translate into everyday language • The arches spring from two concrete abutments and one end moves on elastomeric bearing pads. • Fitzroy Engineering was well placed to fabricate the superstructure.

32. Brainstorm in groupsWhat focus inquiry strategies could you have carried out prior to delivering a unit of work leading to one of these standards?What other teaching strategies could you have used to promote higher level thinking within this unit of work

33. Learning inquiryWhat happened as a result of the teaching and what are the implications for future teaching?

34. Data Evidence What evidence could you collect – before, during and after the teaching and learning?

35. So what? Is there something that needs changing? What are the next steps for learning

36. Next StepsPick a lesson or a unit that you have taught and evaluate it using the Teaching as Inquiry model orPick a lesson or a unit that you are going to teach and use the Teaching as Inquiry model to develop it.

37. Briefly report back on what you have done What your next steps are (ie: what you are going to go away and do next/by when

38. Have We Got There? • Do we understand more about the Teacher as Inquiry Model? • Can you apply this model to a “big idea” in your subject? • Can you apply this model to a unit and/or lesson in your subject?