teaching as inquiry. what do you understand by: teaching as inquiry inquiry learning
TRANSCRIPT
TEACHING AS INQUIRY
WHAT DO YOU UNDERSTAND BY:
Teaching as Inquiry
Inquiry Learning
Teaching as Inquiry Inquiry learning
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
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
“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
“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
“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
“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
http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry
SCALE OF YOUR INQUIRY
Yearly Term Unit Lesson
“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
WHAT MAKES AN EFFECTIVE TEACHER?
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
Curriculum
Literacy
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.