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Changing Results for Young Readers

Changing Results for Young Readers. Through a Spiral of Inquiry. Why inquiry? Evidence from BC a nd beyond. http:// inquiry.noii.ca. “As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me.

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Changing Results for Young Readers

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  1. Changing Results for Young Readers Through a Spiral of Inquiry

  2. Why inquiry? Evidence from BC and beyond

  3. http://inquiry.noii.ca

  4. “As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me. …We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

  5. “Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

  6. 2004 to 2010 Goal: to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

  7. Research studies from LDPDhttp://literacyonline.tki.org.nz/ • It’s all about the students • If the teacher is clear about it, the students will get it • Effective facilitation Helen Timperley and Judy Parr

  8. Focus on sustainability What happens when the project is over and the support dries up?

  9. 2013 Coherence and Inquiry and Key Dimensions for Sustainability of Professional Learning Two key research findings

  10. If teachers applied what they had learned in systematic ways then this appeared to be a sufficient threshold to support outcomes for new cohorts of students that were similar to gains in student achievement while participating in the LPDP.

  11. Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

  12. Global Interest – Inquiry, Leadership, Literacy, Networks to Transform Systems

  13. Spiral of Inquiry What’s going on for our learners? How do we know? Why does it matter?

  14. Scanning What’s going on for our learners?

  15. Focusing Where are we going to put our attention?

  16. Developing a Hunch What’s leading to this situation? How are WE contributing to it?

  17. New Professional Learning How and where will we learn more about what to do?

  18. Taking Action What will we do differently?

  19. Checking How will we check that we made enough of a difference?

  20. Collaborative Inquiry without borders

  21. Do you see his differences as a deficiency? Does he know that someone cares about him? Does he have food in his home? We open our hearts and minds…to open doors to learning … we never judge a child…we ask ourselves… Does he need someone to listen to him rather than tell him what to do? Has anyone smiled at him today? Is that defiance you think your perceiving or a cultural difference you haven't taken the time to understand? Do you know what motivates him? Have you asked what he is good at? Does he feel he is affirmed in your classroom? Does he feel he has to hide to fit in?

  22. Inquiry in action

  23. Moral Imperative • Click to add bullet • Click to add bullet

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