1.  The Inquiring Teacher … The University of Auckland Post Graduate Diploma in Education Action Research Lectures – methodology / library research Proposal – assignment 1 (references) 4 cycles of research Report - presentation + assignment 2

2.  Rationale … How effective are the questions I use in my classroom teaching? … Questions are important … Questions fit into different categories

3.  U R (P Hook http://inquire2learn.wikispaces.com)http://inquire2learn.wikispaces.com

4.  SOLO – Structure of Observed Learning Outcomes Higher order (P Hook http://inquire2learn.wikispaces.com after Biggs and Collis 1982)http://inquire2learn.wikispaces.com

5.  Can I be more learning effective with my use of questions? How can I increase my use of higher order questions? Can I be more learning effective with my use of questions? How can I increase my use of higher order questions?

6.  Methodology …  Interpretive  Inductive  Research about the researcher the type of research used in this inquiry is broadly defined as qualitative

7.  Interpretive approach – based on a socially constructed, subjectively based reality which is influenced by culture and history. McNiff and Whitehead (2005) “practice is practical theory” in this research I will be creating my own theories of practice

8.  Inductive approach – based on a cyclical process of reasoning in which data is collected and then used to inform subsequent stages of the research. Cardno (2003) “action research combines theory and practice” in this research I will act to change and improve my practices by bringing to light the restrictions and critiquing them to make change

9.  Method … Critical friend - classroom observation - ENGAGEMENT Recorded and transcribed lesson – digital recorder Prepared / reframed questions during lesson preparation Modelled questioning – scaffold student work and feedback Student feedback - questionnaire Prepared / reframed questions during lesson preparation

10.  What do bones do? In what ways do bones help to support your body and allow you to move?

11.  Results …  Little change in my total use of higher order questions  Marked change in my use of focus questions in lesson preparation – reframed  Positive response by students in answers / opinions – confidence  Increased opportunity for positive feedback / reinforcement / interaction

12.  ? Total use of questions during lesson Table 1: Level of questioning used during teaching periods Data collection DateTotal questions% lower order questions % higher order questions Observation 128/8/073444%56% Recording 110/09/072353%47% Observation 210/10/073050% Recording 219/10/072852%48% ? Engagement for learning during lesson Table 2: Student engagement observed during 3 teaching periods Observation DateNumber of observations Average % engagement Range of % engagement 128/8/072074%65% - 85% 210/10/071666%50% - 100% 325/10/071375%69% - 85%

13.  “So you can answer it by yourself and get more information.” “To keep your brains pumping …” “So that we are learning what they are teaching.” “To help us clearly understand.” “So it can help us in assessments.” Student voice: teacher uses questions …

14.  Discussion … ETHICS >>> .. assessment (NCEA) .. funding by school DILEMMAS >>> .. timetable .. nature of the class .. relievers CHANGE >>> .. preparation of higher order questions .. strategy of awareness – SOLO .. feedback opportunities

15.  Implications …  Use of exemplars  Internalising / ownership - metacognition  Application in other learning situations (different courses) - common approach

16.  “thank you”