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Inquiry process

Inquiry process. To Focus our Professional Learning. Outcomes. Our professional learning should be focused on changing our practice Students should experience a difference Our teaching should be more effective. What are our learning needs?. What are our students needs?.

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Inquiry process

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  1. Inquiry process To Focus our Professional Learning

  2. Outcomes • Our professional learning should be focused on changing our practice • Students should experience a difference • Our teaching should be more effective.

  3. What are our learning needs? What are our students needs? Design of tasks and experiences What has been the impact of our changed actions Teaching actions

  4. What are students’ learning needs?

  5. What are students’ learning needs? • What do they already know? • What sources of evidence have we used? • What do they need to learn and do? (Intentions – why do these outcomes matter for these students?) • How do we build on what they know?

  6. What are our own learning needs?

  7. What are our own learning needs? How have we contributed to existing student outcomes? What do we already know that we can use to promote valued outcomes? What do we need to learn to do to promote valued learning outcomes? What sources of evidence/ knowledge can we use?

  8. Design of tasks and experiences Using our learning to design tasks and activities for students.

  9. Teaching Actions Using the new strategies or tasks in a unit of work

  10. What has been the impact of our changed actions?

  11. What has been the impact of our changed actions? How effective has what we have learned and done been in promoting our students’ learning and well-being? Ask To what extent is what I am doing aligned to the intentions? To what extent are the students on task and thinking about what they are doing? (Engagement) To what extent are the students experiencing success? (Success)

  12. What next ? Ask • What do I need to change / alter / extend/ improve? • What else do I need to learn? • Where do I go to help me?

  13. Leads to Next learning • Same group – more on same focus • Same group – new focus • New group – new area of learning

  14. Teaching as Inquiry1 What are students’ learning needs? What do they already know? What sources of evidence have we used? What do they need to learn and do? (Intentions – why do these outcomes matter for these students?) How do we build on what they know? What are our own learning needs? How have we contributed to existing student outcomes? What do we already know that we can use to promote valued outcomes? What do we need to learn to do to promote valued learning outcomes? What sources of evidence/ knowledge can we use? What has been the impact of our changed actions? How effective has what we have learned and done been in promoting our students’ learning and well-being? Ask To what extent is what I am doing aligned to the intentions? To what extent are the students on task and thinking about what they are doing? (Engagement) To what extent are the students experiencing success? (Success) Design of tasks and experiences Teaching actions

  15. References • 1The inquiring teacher: Clarifying the concept of teaching effectiveness. Dr Graham Aitken from TKI/First Time Principals/Module 2/Elements of teaching effectiveness • The New Zealand Curriculum page 35

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