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Spirals of Inquiry & Networks of Inquiry and Innovation Judy Halbert & Linda Kaser ,

Spirals of Inquiry & Networks of Inquiry and Innovation Judy Halbert & Linda Kaser , October 21 2013. Questions to explore. What are the goals of the networks of inquiry and innovation? What are we learning? How is this work connected internationally? Why the focus on inquiry?.

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Spirals of Inquiry & Networks of Inquiry and Innovation Judy Halbert & Linda Kaser ,

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  1. Spirals of Inquiry & Networks of Inquiry and Innovation Judy Halbert & Linda Kaser, October 21 2013

  2. Questions to explore • What are the goals of the networks of inquiry and innovation? • What are we learning? • How is this work connected internationally? • Why the focus on inquiry?

  3. Moral Imperative • Click to add bullet • Click to add bullet

  4. Every learner crossing the stage with dignity, purpose and options

  5. ALL learners leaving our schools MORE curious than when they arrive

  6. ALL learners with an understanding of and respect for Aboriginal perspectives

  7. Schools 10 – 30% of BC schools Teachers & Support Staff 1000+ District & School Leaders 300 Network Leaders 75 Students 60,000 Graduate Students – 350 plus coaches since 2005

  8. Impact Assessment 2013 http://inquiry.noii.ca

  9. “As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me. …We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

  10. “Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

  11. Spirals of InquiryRoots in BC and New Zealand

  12. 2004 to 2010 Goal: to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

  13. Focus on sustainability What happens when the project is over and the support dries up? Helen Timperley University of Auckland

  14. 2013 Coherence and Inquiry and Key Dimensions for Sustainability of Professional Learning Two key research findings

  15. If teachers applied what they had learned in systematic ways then this appeared to be a sufficient threshold to support outcomes for new cohorts of students that were similar to gains in student achievement while participating in the LPDP.

  16. Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

  17. Global Interest – Inquiry, Leadership, Literacy, Networks to Transform Systems http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm

  18. Strengthening International Connections

  19. A Disciplined Approach to Inquiry

  20. Weaving Three Ways

  21. Learning is holistic, reflective, experiential and relational

  22. Learning from Research Building on Experience

  23. Creativity and Innovation

  24. Contact Information Judy.halbert@gmail.com lkaser@telus.net www.noii.ca http://networksofinquiry.blogspot.ca Twitter @jlhalbert

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