To explore through experience, the process of inquiry and how we can utilise it Purpose of this session.

To explore through experience, the process of inquiry and how we can utilise it

Purpose of this session

Teaching involves inquiry on a variety of levels

• Personal inquiry• Teacher inquiry eg into the satisfactory teacher

dimensions• Planning units/programmes • Student inquiry

It is a natural process

What is the current situation?

What are the alternatives?

What action will be taken?

Reflection

So what? Now what?

A simple inquiry cycle

A practice inquiry

Use the inquiry cycle to work through one of these issues:

• I really need a holiday• I want to balance my social life with school• I want to be healthier• I want to be more resilient• I want to be able to save money• I want to be valued for the work I do

The Current Situation

Why is this an issue?What is the goal?

What evidence made me aware of the issue?What other information

is relevant?

Exploring AlternativesWhat are my

alternatives/possibilities?What are the implications,

consequences, pros and cons of each alternative

or possibility?

ActionWhich

solution/alternativeis the best? Why?

What action will I take?Who else will be

involved?What is the timeframe?

ReflectionWhat happened? What are the results of my

actions?How will I know I have

achieved my goal/solved my issue?

How does it feel?What next?

And so....we probably need to set some protocols within our groups for the conversations today .

These might include: • no judgement• being inclusive, supportive, positive, constructive• being open minded• being a good listener

Consider this as a learning experience where all ideas are valued in order to maximise our learning potential

We are allowed to make mistakes and learn from them!

Firstly: Inquiring into our Professional Knowledge

Then Inquiring into our Professional Values and Relationships

Two mini inquiries into our teaching practice

First Inquiry: What do I want my students to learn, and why?

Using the inquiry cycle, individually reflect on a unit (or activity or lesson) you have covered recently with one of your classes.

The Current Situation: Questions to ponder• What did you feel about the unit?• What did your students feel about it?• What was the learning that was intended? • What did the students learn?

What is the current situation?

What are the alternatives?

What action will

be taken?

Reflection

Unit/Activity/Lesson:

Use the NZC to explore this question:How is the NZC embedded in the unit?

i.e. How is your unit/activity/lesson: •helping students achieve the vision? ie. become confident, connected, actively involved, life-long learners•encouraging, modeling, and helping students explore values? •informed or underpinned by the principles?•helping students develop the key competencies?

Add your answer/s to the inquiry cycle

Exploring Alternatives: Questions to ponder• What are the possibilities for connecting more

aspects of the curriculum?• What do you see as further possibilities for learning

in this unit?• How could you modify it to better connect to the

NZC?

Discuss your ideas as a group.Record your ideas in the inquiry template.

planning for known processes planning for an unknown future

prescribed content building conceptual understandings

specific skills transferable competencies

emphasis on teaching emphasis on learner

NZC is encouraging these key shifts:

What is the advantage of focusing on concepts?

Content Concept• Increased relevance: Students see the purpose of

their learning, can see connections to their lives, and to other learning

• It allows for richer learning: Content knowledge still comes through, as students demonstrate their conceptual understandings. The reverse isn’t true.

• It allows easier cross curricular links to be made• These concepts are transferable

How do you identify a key concept?

In groups or individually, use the funnel diagram questions, to test the key concepts you thought your units were (or could be) about.

Discuss your ideas, and reflect on whether your unit allowed students to explore this key concept.

Use the inquiry cycle to record:

• What action you could take now, regarding the unit you were focusing on?

• Reflect on what you have learned. oWhat does it mean for you? For your students?o Now what?

In your groups: • Each person think of one ethical dilemma/critical

incident that has happened to you in your teaching career so far.

• Share these stories with each other.

• As a group, choose one scenario and work through the action learning cycle with it.

• Individually record what you have learned through this inquiry

Second Inquiry: Relationships and ethical dilemmas

The Current Situation

What happened,?Why did this happen?

Where did I find myself?

Exploring Alternatives

What else could have happened?

What are the implications and consequences of each

possibility?Who else could I talk to?

Take Action

What alternative/possibility

might have been best? What would you do if this

situation happened again?

Reflection

What have I learned?So what?

Now what?

Ethical Dilemma Inquiry

What is the current situation?

What are the alternatives?

What action will

be taken?

Reflection

The Issue: