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TIG - 2012

TIG - 2012. Ensuring Vertical Articulation in the Science Curriculum. Teacher Inquiry Groups. Why?. Teacher Inquiry. A grounding in the actual work that students and teachers carry out in classrooms and schools

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TIG - 2012

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  1. TIG - 2012 Ensuring Vertical Articulation in the Science Curriculum

  2. Teacher Inquiry Groups Why?

  3. Teacher Inquiry • A grounding in the actual work that students and teachers carry out in classrooms and schools • A recognition that all participants in the group bring expertise, as well as unique experiences and perspectives • A focus that is relevant and of deep significance to the whole group • A commitment that group members make both to their own learning and to the learning of the group as a whole • Scope for individual inquiry within common or shared points of reference Allen and Blythe, 2004

  4. Teacher Inquiry Promoting ongoing teacher inquiry can be seen as integral to the development of a culture of learning across the school • Identify the learning and teaching challenges facing the school. • Plan a coherent across-years program to address these challenges. • Choose short-term projects that directly enhance learning and teaching and contribute to the achievement of program goals. • Have staff work in professional action-learning teams with a project focus. Dr Neville Johnson, 2003

  5. Inquiry Owens, 2012

  6. Think Puzzle Explore Quick Brainstorm • 1.What do you think you know about our inquiry? • 2.What questions or puzzles do you have? • 3.How can you explore this inquiry, both today and in the weeks ahead?

  7. Core Elements Structures and systems

  8. Action Learning Spiral

  9. 4 C’s Thinking Routine

  10. Action Learning Facilitating Inquiry

  11. Facilitating the inquiry process 1) Defining a problem or issue (Done) 2) Raising questions and hypothesizing possibilities (Today) 4) Observing and gathering data 5) Analyzing and interpreting data 6) Deciding on a possible plan for action 7) Continuing the cycle of inquiry by researching new aspects Abramson, 2006

  12. Facilitator’s Core responsibilities Supporting staff to: • Create individual lines of inquiry • Develop their research design, including methods for data collection • Pursue rigorous inquiry, including analysis and reflection Support staff through: • Facilitating powerful conversations focused on teaching and learning • Maintaining a focus on the implications of their inquiries for improvement in classroom practice and student learning • Setting clear expectations and guidelines for participation in the TIG

  13. Looking forward Planning and preparation

  14. This year’s TIG sessions Term Two •             Wednesday 2 May: Launch of TIGs for 2012, (2-3 hours) •             Monday 14 May: TIG Session 1(1½ hours) •             Monday 4 June: TIG Session 2 Term Three •             Monday 30 July: TIG Session 3 •             Monday 13 August: TIG Session 4 •             Monday 10 September: TIG Session 5 Term Four •             Thursday 25 October: TIG Conference, ½ day, Staff PD Day

  15. Think-Pair-Share Guiding Questions/Lines of Inquiry 1.What does effective vertical articulation look like? 2. Why is vertical articulation important? 3. What tools do we need to ensure vertical articulation and how will we use them? 4. What needs to change? Attitudes? Actions? Processes? 5. How do we connect what we are already doing into a vertical continuum? 6. What perspectives do we need to consider to cater for our diverse student population? 7. What is my role in this process as an individual? 8. How will we know we are improving vertical articulation? What’s the evidence?

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