Teaching as Inquiry

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• Teaching as Inquiry
• Using Teaching as Inquiry to improve your
  teaching and your students learning
• c.amos_at_auckland.ac.nz

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Where we are supposed to be!

• In August 2009 The Education Gazette spoke to
  New Zealand Curriculum project manager Chris
  Arcus, to find out what schools need to know
  regarding the NZC at this stage.
• Where do schools need to be by February 2010 in
  giving effect to The New Zealand Curriculum?
• All schools need to do a couple of key things
  they need to design and implement a school
  curriculum and they need to teach using an
  evidence-based inquiry cycle that informs what
  they do and monitors the impact of those
  decisions.

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Teaching as Inquiry in the NZC

• What the research tells us
• Teaching students to think critically about
  their learning is an indispensable skill required
  by good teachers. Just as students benefit by
  reflecting on their learning, teachers benefit by
  reflecting on their teaching practices. Teachers
  must learn to identify and set specific goals for
  themselves, the same expectations they hold for
  their students.
• John Dewey saidthinking enables us to direct
  our activities with foresight and to plan
  according to ends-in-view, or purpose of which we
  are aware. It enables us to act in deliberate and
  intentional fashionSelf-regulation is at the
  heart of deliberate and intentional practice.
• According to Reid Reid, A. (2004), inquiry
  should be "a way of professional being".
  "Educators who are inquirers will never announce
  that they 'do' inquiry, thus separating the
  activity from their professional being. Rather
  they might describe how they work that is, the
  ways in which they inquire into their
  professional practice and how they are always
  striving to develop and expand their capacity to
  inquire.

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Teaching as Inquiry in the NZC
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Teaching as Inquiry in Te Marautanga o Aotearoa

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Teaching as Inquiry in Te Marautanga o Aotearoa

• What are the essential learning outcomes for
  students from the Curriculum and community?
• Evaluate how students are progressing in relation
  to those learning outcomes (use the graduate
  profile as a guide).
• What knowledge and skills do teachers require to
  support learners to link their learning to the
  new learning outcomes?
• How can administrators, whanau and iwi support
  teachers to raise student learning/achievement?
• To ease/assist students into new experiences.
• To strengthen teachers knowledge and skills.
• What are the benefits of the activities for the
  learners?

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Two ways to integrate inquiry

• Using Teaching as Inquiry to improve teaching and
  student outcomes (targeted) and to support
  teacher appraisal
• Using Teaching as Inquiry to inform course design

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Teaching as Inquiry to improve student outcomes

• 'If there is a way to do it better... find it!'
  Thomas Edison
•  
• The Teaching as Inquiry cycle can guide us in
  finding out what we need to know about our
  students and to inform our teaching and learning.
  This version of the model identifies six stages
  of an inquiry cycle.
• There are different skills and tools that are
  useful at each stage. The model is designed to
  guide you through the steps of your own Teaching
  as Inquiry project. In the right columns you will
  see examples of how this might be used with a
  Junior and a Senior English class.

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Teaching as Inquiry to improve student outcomes

• Activity
• Read the Teaching as Inquiry project planner
  provided and consider how you could use this to
  improve a specific group of students outcomes
• Share your ideas with the table
• Consider how you might use this support the
  appraisal cycle

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Teaching as Inquiry as a programme planning tool
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Teaching as Inquiry as a programme planning tool

• http//englishsecondaryplanner.pbworks.com/Using-I
  nquiry-for-Programme-Planning-in-Secondary-English
  

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Teaching as Inquiry as a programme planning tool

• Activity
• Discuss with your table how you use inquiry in
  you programme planning at the moment.
• Does this vary from junior to senior courses?
• How (if at all) might a teaching as inquiry tool
  like this help your planning??