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Teaching as Inquiry from the N.Z.C

Teaching as Inquiry from the N.Z.C. SCT Workshop May 2009. Effective teachers successful teachers are constantly inquiring into how their practice impacts on students learning. N.Z.C. Page 35. So what is:. Focusing inquiry Teaching inquiry Learning inquiry

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Teaching as Inquiry from the N.Z.C

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  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.

  3. N.Z.C. Page 35

  4. So what is: • Focusing inquiry • Teaching inquiry • Learning inquiry Remembering that this will work differently in different contexts for different students

  5. 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?

  6. FOCUSSING INQUIRYWhat is important (and therefore worth spending time on), given where my students are at? • Twin sins of design: • activity-focused teaching • coverage-focused teaching • Backwards (or learning) design • 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?” Wiggins, G. & McTigue, J. (2005). Understanding by Design (2nd edition). Upper Saddle River, New Jersey: Pearson, p18.

  7. FOCUSSING INQUIRYWhat is important (and therefore worth spending time on), given where my students are at? • Twin sins of design: • activity-focused teaching • coverage-focused teaching • Backwards (or learning) design • 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?” • Determine Acceptable Evidence • “What will count as evidence that they know?”

  8. 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

  9. 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?

  10. 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?

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

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