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Teaching as Inquiry

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Lyn Ross
Lyn Ross

This document outlines the "teaching as inquiry" framework for improving teaching practice. It discusses using inquiry to develop understandings of the "Thinking Competency" as an example. The framework involves three parts: discovering areas for focus through establishing student baselines; designing evidence-based strategies to help students learn; and delivering teaching to achieve outcomes while monitoring implications through various assessments. Teachers articulate beliefs, adopt an inquiry stance, ask questions, and seek and analyze multiple data sources for evidence of impact on learning. Findings are shared and used to continually improve competence through an ongoing reflective cycle. The goal is improving student learning outcomes through questioning practice and using research-based evidence to strengthen teaching approaches.

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Teaching as Inquiry Turning classroom experience into classroom expertise
Workshop aims To develop an understanding of the teaching as inquiry framework To discuss and plan a teacher inquiry into: How can my students and I successfully develop our understandings and practice of the Thinking Competency? (example)
Inquiry into the teaching learning relationship is the basis of effective pedagogy.
Effective pedagogy requires that teachers inquire into the impact of their teaching on their students. NZC page 35
Teaching as Inquiry Pages 34 & 35
Discuss our understandings
Teaching as Inquiry will stimulate teachers to look closely at their practice with a view to improving teaching and learning.
Read and discuss Case studies
Teaching as Inquiry challenges teachers to Articulate their beliefs Adopt an inquiry stance Participate in professional conversations based on teaching and learning Ask the real questions - "What are the next steps for learning?" "Is there something I need to change? Are you up for the ?
You will Identify the needs of your students (how?) Collect and synthesise data Plan your inquiry Seek and analyse data and evidence to inform of change Accept feedback (colleagues & students) and act on it Share your findings and the outcomes
Its about improving competence not proving competence
Teaching as Inquiry
Identifying possibilities for strengthening or developing Sources the experiences of other teachers (craft knowledge) researcher knowledge Seeking evidence of impact on student learning
Posing questions about outcomes alignment engagement success Collection of high quality evidence student achievement data teacher documentation classroom observation Student voice
3 Parts Discovering Focusing Inquiry Establishing baseline and direction Designing Teaching Inquiry The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. Delivering Learning Inquiry Takes place both during and after teaching
Inquiry into the teachinglearning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
Discover: What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. (NZC, p.35)
Design: What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
Deliver: What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher: Puts ideas into practice (embedded in authentic learning experiences) Monitors and reflects - Investigates the success of the teaching in terms of the prioritised outcomes Uses a range of assessment approaches (short term and long term) Analyses and interpret the information to consider what they should do next.
Evaluating Summarise -reflect on progress, observations, current vs initial data. How did it go? What strategies have made a difference to my students' learning? Provide evidence What will you do now? Present findings to colleagues, principal, BOT
How might professional learning underpinned by teaching as inquiry be the same/different to approaches that we currently use? Discuss
Planning sheet
Teaching as Inquiry
Teaching as Inquiry
Teaching as Inquiry
Reflective blog or wiki How could this be used? What could we put on it? Why and when will we add to it? What will happen then? Discuss
How can my students and I successfully develop our understandings and practice of the Thinking Competency? Brainstorm ideas in syndicate groups
Teaching as Inquiry
References & acknowledgements New Zealand Curriculum Online: Teaching as Inquiry Alton-Lee (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration [BES] Ministry of Education (2007) The New Zealand Curriculum. Wellington: Learning Media Graeme Aitken, Dean of Education, University of Auckland David Reardon Russell Street School Rochelle Jenson

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Teaching as Inquiry

  • 1. Teaching as Inquiry Turning classroom experience into classroom expertise
  • 2. Workshop aims To develop an understanding of the teaching as inquiry framework To discuss and plan a teacher inquiry into: How can my students and I successfully develop our understandings and practice of the Thinking Competency? (example)
  • 3. Inquiry into the teaching learning relationship is the basis of effective pedagogy.
  • 4. Effective pedagogy requires that teachers inquire into the impact of their teaching on their students. NZC page 35
  • 7. Teaching as Inquiry will stimulate teachers to look closely at their practice with a view to improving teaching and learning.
  • 9. Teaching as Inquiry challenges teachers to Articulate their beliefs Adopt an inquiry stance Participate in professional conversations based on teaching and learning Ask the real questions - "What are the next steps for learning?" "Is there something I need to change? Are you up for the ?
  • 10. You will Identify the needs of your students (how?) Collect and synthesise data Plan your inquiry Seek and analyse data and evidence to inform of change Accept feedback (colleagues & students) and act on it Share your findings and the outcomes
  • 11. Its about improving competence not proving competence
  • 13. Identifying possibilities for strengthening or developing Sources the experiences of other teachers (craft knowledge) researcher knowledge Seeking evidence of impact on student learning
  • 14. Posing questions about outcomes alignment engagement success Collection of high quality evidence student achievement data teacher documentation classroom observation Student voice
  • 15. 3 Parts Discovering Focusing Inquiry Establishing baseline and direction Designing Teaching Inquiry The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. Delivering Learning Inquiry Takes place both during and after teaching
  • 16. Inquiry into the teachinglearning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
  • 17. Discover: What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. (NZC, p.35)
  • 18. Design: What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
  • 19. Deliver: What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher: Puts ideas into practice (embedded in authentic learning experiences) Monitors and reflects - Investigates the success of the teaching in terms of the prioritised outcomes Uses a range of assessment approaches (short term and long term) Analyses and interpret the information to consider what they should do next.
  • 20. Evaluating Summarise -reflect on progress, observations, current vs initial data. How did it go? What strategies have made a difference to my students' learning? Provide evidence What will you do now? Present findings to colleagues, principal, BOT
  • 21. How might professional learning underpinned by teaching as inquiry be the same/different to approaches that we currently use? Discuss
  • 26. Reflective blog or wiki How could this be used? What could we put on it? Why and when will we add to it? What will happen then? Discuss
  • 27. How can my students and I successfully develop our understandings and practice of the Thinking Competency? Brainstorm ideas in syndicate groups
  • 29. References & acknowledgements New Zealand Curriculum Online: Teaching as Inquiry Alton-Lee (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration [BES] Ministry of Education (2007) The New Zealand Curriculum. Wellington: Learning Media Graeme Aitken, Dean of Education, University of Auckland David Reardon Russell Street School Rochelle Jenson

Editor's Notes

  • #7: What do we understand by Teaching as Inquiry? - Share ideas with a partner. Share commonalities back to the group. Discuss the ways we currently incorporate teaching as inquiry into our practice.