Today we looked at Teaching as Inquiry. Teaching as Inquiry is the Teacher Inquiring about their own teaching and practice and how they can accelerate the children's learning. The big thing that I leant about teaching as inquiry is that it is about the "HOW" factor-How we as a teacher can accelerate our students learning and what strategies we can use to be successful at this. This also involves ongoing reflection on our teaching and practice and refining areas of weakness.
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.
Ministry of Education, 2007b, page 35
The purpose of the Teaching as Inquiry cycle is to improve the outcomes for our students.
It also involves knowing your learner-What is knowing your learner?
To myself it means knowing the student and what they know and what their next steps will be and how can i help them in meeting their targets. Using evidence as well as overall teacher judgements such as their work and in class conversations and group conversations. Students also need to be aware where they are at so that they can work towards meeting their learning goals.
It also involves knowing your learner-What is knowing your learner?
To myself it means knowing the student and what they know and what their next steps will be and how can i help them in meeting their targets. Using evidence as well as overall teacher judgements such as their work and in class conversations and group conversations. Students also need to be aware where they are at so that they can work towards meeting their learning goals.
Why collaborate Inquiry (Reading)
By focusing efforts on professional learning approaches ccollaborative Inquiry for Educators. The definition of insanity is doing the same thing over andover and expecting different rresults.” (Benjamin Franklin) that challenge mental models and engaging people in learning and working collaboratively, individuals and organisations will be more likely to meet adaptive challenges. Teams works together to question, develop theories of actions, determine action steps, gather and analyse evidence to access the impact of their actions.
It had a measurable and significant effect on children's learning.
Teachers to take an active role in expressing and testing hypotheses and backed the notion that collaborative inquiry can have a profound impact on the professional practises not only of the participants but of their colleagues as well.
Collaborative 4 stage model for Inquiry
Stage 1: Framing the Problem.
During this stage, facilitators assist teams as they determine a meaningful focus, develop an inquiry about a particular link between professional practices and student results, and formulate a theory of action.
Stage 2: Collecting Evidence.
In the second stage, facilitators guide teams in developing shared understandings and building additional knowledge and competencies. Teams determine the type of evidence to collect. They also determine when, where, and how it will be collected.
Stage 3: Analysing Evidence.
Once teams feel they have gathered enough information to address the question posed, facilitators guide teams through a five-step approach to analysing evidence. Teams learn how to make meaning of data by identifying patterns and themes and formulating conclusions. As teams refine their thinking, they revisit their theory of action
accordingly.
Stage 4: Documenting, Sharing, and Celebrating.
During this final stage, teams come together to document, share, and celebrate their new under-
standings. Teams consider next steps by identifying additional student learning needs and reflecting on what they learned through their inquiries. Finally, teams debrief the process by considering how their work was reflective of the characteristics of collaborative inquiry.
We worked in teams after doing numerous amounts of readings in Teaching as Inquiry. We than came together to create a fish bone on what Teaching as Inquiry is to us. We collaborated out ideas together form our readings and put it onto paper. Below I have included photos of the different teaching as inquiry fish bone activity.
Today was really helpful in regards to learning about Inquiry as teaching. Inquiry as teaching is about the teacher and refining and reflecting on our teaching so that we are able to cater as well as accelerate the children that are in the priority/target group. This involves a whole process of: Knowing the learner, having the strategies, refinement, collaboration as well as many other aspects.
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