1. Teaching as Inquiry from the N.Z.C
SCT Workshop
May 2009

2. Effective teachers
successful 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 settings
interdependent and overlapping.

4. N.Z.C. Page 35

5. So what is: Focusing inquiry Teaching inquiry Learning inquiry
Remembering that this will work differently in different contexts for different students
Activity to unpack

6. Focusing inquiry What does important mean? Is it:
Government priorities?
E.R.O. identified needs
School goals
Community expectations
Cultural connectedness
What do we mean by baseline?
Activity - Mctighe and Wiggins
What does this look like in your school?

7. 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 teaching
coverage-focused teaching
Backwards (or learning) design
Wiggins, G. & McTigue, J. (2005). Understanding by Design (2nd edition). Upper Saddle River, New Jersey: Pearson, p18.

8. Backwards (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 teaching
coverage-focused teaching
Backwards (or learning) design
Determine Acceptable Evidence
“What will count as evidence that they know?”

9. Teaching Inquiry What strategies will I use to help students learn?
Evidence from:
Research
Effective pedagogy
Pedagogical content knowledge
Concepts of ako, culture counts and productive partnerships
Prior knowledge - past practice - theories of practice
Professional learning communities

10. Learning inquiry Measuring the learning
Implications for me as the teacher:
Did they learn ?
Yes - why did they learn and next steps - focusing inquiry
No - why not?
So what do I as the teacher need to do differently?
Go back to teaching inquiry and ask
Did it work?
Did it happen?

11. Teaching as Inquiry: NZC
Teaching Inquiry
What strategies (evidence-based) are most likely to help my students learn this?
ENGAGEMENT
TEACHING
SUCCESS
ALIGNMENT
LEARNING
Focusing
Inquiry
What is important (and therefore worth spending time on), given where my students are at?
Learning Inquiry
What happened as a result of the teaching, and what are the implications for future teaching?
ALIGNMENT
Is there something else I need to change?
What are the next steps for learners?

12. What are the implications for planning when using teaching as inquiry?