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TEACHING AS INQUIRY. WHAT DO YOU UNDERSTAND BY:  Teaching as Inquiry  Inquiry Learning.

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Presentation on theme: "TEACHING AS INQUIRY. WHAT DO YOU UNDERSTAND BY:  Teaching as Inquiry  Inquiry Learning."— Presentation transcript:


2 WHAT DO YOU UNDERSTAND BY:  Teaching as Inquiry  Inquiry Learning

3 Teaching as Inquiry Inquiry learning  Where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the students  Brings about effective teaching and learning  Is a continuous, reflective, iterative and cyclical process  Is evidence based pedagogy  The model (pg35)NZC  A process where students co-construct their learning in an authentic context  Is an integrated process for examining issues, ideas and themes  May be used in a particular context for a clearly defined outcome  Could be part of teaching as inquiry process

4 “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



7 stories/Case-studies/Teachers-as-learners- Inquiry

8 SCALE OF YOUR INQUIRY  Yearly  Term  Unit  Lesson

9 “ The inquiring teacher: Clarifying the concept of teaching effectiveness” Dr Graeme Aitken There are three views of teaching effectiveness: The ‘style’ view  A common view of teaching effectiveness which focuses on how teachers teach. It is not what the teacher does that matters it is what is happening for the students WHAT MAKES AN EFFECTIVE TEACHER?

10 The ‘outcomes’ approach  A common view of teaching effectiveness which focuses on student results. “While the assessment of teaching effectiveness must attend to student outcomes and a teacher’s role in developing these, outcomes do not determine effectiveness.”

11 The ‘inquiry’ approach  An alternative view of teaching effectiveness that incorporates style and outcomes within an inquiry based framework

12 Effective teachers inquire into the relationship between what they do (style) and what happens for students (outcomes). But effective teachers do more than simply inquire (or reflect) – they take action (in relation to what they are doing in the classroom) to improve the outcomes for students and continue to inquire into the value of these interventions. Thus effective teaching is more than style and it is more than outcomes – it is the continual interrogation of the relationship between these two dimensions with the aim of enhancing student achievement. Such a model implies particular attitudes or dispositions (open-mindedness, fallibility) and particular actions (questioning students about what they are understanding) but it does not prescribe or checklist such qualities. It simply prescribes inquiry, action and the search for improvement

13 “Leading Inquiry at a Teacher level Its all about mentorship” Mike Fowler

14 BEFORE WE DO AN INQUIRY  Know the learner - what does this mean?



17 JIM’S INQUIRY  How to solve a problem. How to solve a problem

18 SOME FINAL THOUGHTS  Research tells us it is the best way to go (BES research)  It is part of Teacher Registration requirements. (TRC)  ERO are looking for evidence that is is happening in schools. “There are clear benefits for students and teachers when inquiry happens well.”

19 FRAME AN INQUIRY TAKE 5  Buddy up and frame an inquiry using the handout.  Your inquiry  One student, one concern, one intervention and report in next workshop what happened.  This is something you can do with your teachers.

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