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Teaching as Inquiry 15 th February 2011

Teaching as Inquiry 15 th February 2011. Learning outcomes To further our understanding of the teaching as inquiry process and its’ impact on learner outcomes To share our understanding of what constitutes evidence. Do now.

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Teaching as Inquiry 15 th February 2011

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  1. Teaching as Inquiry 15th February 2011 Learning outcomes To further our understanding of the teaching as inquiry process and its’ impact on learner outcomes To share our understanding of what constitutes evidence

  2. Do now 1 Write your definition of the word ‘VOLUME’ (you may have more than one BUT note the one that you first thought of) 2 Compare with the people around you – who had different 1st definitions? Suggest a reason for this?

  3. Recap : Graeme AitkenEffective teaching for improved student outcomes The ‘style’ view • teaching effectiveness based on how the teacher teaches rather than what is happening for the students. The ‘outcomes’ approach • based on student results to gauge teacher effectiveness The ‘inquiry’ approach • teaching effectiveness is determined by the quality of inquiry into the relationship between teacher actions and student outcomes

  4. QTRD: Teachers as learners Teacher Voice In your group discuss/jot down what the teachers say about the benefits of the teaching as inquiry process that they were involved in. Share one of these observations with the whole staff.

  5. Inquiry is vital All schools need to do a couple of things – they need to design and implement a school curriculum and they need to teach using an evidence based inquiry cycle that informs what they do and monitors the impact of those decisions. Chris Arcus (NZC Curriculum Project Manager)

  6. 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, p.35, MOE

  7. Teaching as Inquiry cycle

  8. Focusing Inquiry What is important (and therefore worth spending time on), given where my students are at? • What is important and worth teaching (must knows)? • What are the learners’ current strengths, needs and experiences?

  9. The Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn what they need to learn? • What approaches and strategies are the best routes to developing specific skills, concepts or attitudes? Eg culturally responsive pedagogy

  10. The Learning Inquiry What happened as a result of the teaching, and what are the implications for future teaching? • How do we know what happened? • What are the next steps for teaching and learning?

  11. Evidence - based There are multiple sources of data that can be used to guide and inform an inquiry. In your group list the sources of data that you know or have used. Classify each source as qualitative (any information that can be captured that is not numerical in nature) OR quantitative (numeric data - identified or measured on a numeric scale)

  12. Data as evidence Some things to consider • benchmarks or reference points • achievement level and progress • averages and distributions • disaggregation • acceleration • student voice • classroom observations • teacher knowledge – anecdotal and professional

  13. An example to think about

  14. Your turn – the Focusing Inquiry Individually: read the handout ‘Focusing Inquiry’ and complete the blank section with your initial thoughts Share: with the person next to you where your thoughts are at the moment around your own possible inquiry

  15. Sources • G.Aitken, The inquiring teacher: Clarifying the concept of teaching effectiveness • G.Aitken & C.Sinnema, BES, Effective pedagogy in the Social Sciences, 2007. • http://www.tki.org.nz/r/governance/ftpp/pdfs/module2/background-paper-the-inquiring-teacher.pdf • C. Amos, Teaching as Inquiry Project, English in Aotearoa, 2010 • TKI, NZC http://nzcurriculum.tki.org.nz/ • TKI, Literacy Online, http://literacyonline.tki.org.nz/

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