Presentation on theme: "Teaching as Inquiry from the N.Z.C"— Presentation transcript:
1Teaching as Inquiry from the N.Z.C SCT WorkshopMay 2009
2Effective teacherssuccessful teachers are constantly inquiring into how their practice impacts on students learning.recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to…facilitate academic, social and cultural learning for diverse education settingsinterdependent and overlapping.
5So what is: Focusing inquiry Teaching inquiry Learning inquiry Remembering that this will work differently in different contexts for different studentsActivity to unpack
6Focusing inquiry What does important mean? Is it: Government priorities?E.R.O. identified needsSchool goalsCommunity expectationsCultural connectednessWhat do we mean by baseline?Activity - Mctighe and WigginsWhat does this look like in your school?
7FOCUSSING INQUIRY What is important (and therefore worth spending time on), given where my students are at?Identify Desired Results“When they walk out the door at the end of the unit/lesson what should they know and/or be able to do?”Twin sins of design:activity-focused teachingcoverage-focused teachingBackwards (or learning) designWiggins, G. & McTigue, J. (2005). Understanding by Design (2nd edition). Upper Saddle River, New Jersey: Pearson, p18.
8Backwards (or learning) design FOCUSSING INQUIRY What is important (and therefore worth spending time on), given where my students are at?Identify Desired Results“When they walk out the door at the end of the unit/lesson what should they know and/or be able to do?”Twin sins of design:activity-focused teachingcoverage-focused teachingBackwards (or learning) designDetermine Acceptable Evidence“What will count as evidence that they know?”
9Teaching Inquiry What strategies will I use to help students learn? Evidence from:ResearchEffective pedagogyPedagogical content knowledgeConcepts of ako, culture counts and productive partnershipsPrior knowledge - past practice - theories of practiceProfessional learning communities
10Learning inquiry Measuring the learning Implications for me as the teacher:Did they learn ?Yes - why did they learn and next steps - focusing inquiryNo - why not?So what do I as the teacher need to do differently?Go back to teaching inquiry and askDid it work?Did it happen?
11Teaching as Inquiry: NZC Teaching InquiryWhat strategies (evidence-based) are most likely to help my students learn this?ENGAGEMENTTEACHINGSUCCESSALIGNMENTLEARNINGFocusingInquiryWhat is important (and therefore worth spending time on), given where my students are at?Learning InquiryWhat happened as a result of the teaching, and what are the implications for future teaching?ALIGNMENTIs there something else I need to change?What are the next steps for learners?
12What are the implications for planning when using teaching as inquiry?