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Teaching as Inquiry or where am I going?

Mihi - getting to know you - making connections

Teaching as Inquiry - what is it? Why use it?

Dimension 1: What knowledge and skills do our students need to meet important goals?

Possible questions and sources of evidence - booklet p3

Focus students? How many? Who?

Student voice collection

Working together as a department: Creating a culture of collaborative expertise - John Hattie

Mapping out my inquiry p5

Questions?

So how did it go? Reflect and share your focus students and your possible focus.

Dimension 2: What knowledge and skills do we as professionals need to meet the needs of our students

Dimension 3: so what are your needs in order to deepen your professional knowledge and to help refine your skills?

Homework: Mapping your inquiry Dimension 2.

Term 2 Meetings and programme - Thursday 4 May, then department observations and sharing till 13 September.

Term 3: Meetings - 13 and 27 September Feedback, progress to date

Term 4 possible dates: Wed 18 Oct; Tues 31 Oct; Tues 14 Nov; Thurs 30 Nov

Focus for term 4: progress, feedback, planning for 2018

Dimension 3: How do I go about deepening my knowledge and refining my skills?

Prompts for Dimension 3

  • How will I approach meeting my learning needs – what methods of learning will best serve me?
  • What is the best way for me to learn about this? The most effective?
  • What tells me that this is the best way?
  • How does my professional learning plan reflect this?
  • Is my learning aimed at deepening my discipline knowledge or pedagogy or both?
  • What difference do I want to see as a result of this learning? – to my practice and to my students' learning?
  • How can collaboration with others at my school, particularly those who teach the same students, support my/their learning?
  • How can collaboration with others outside my school support my/their learning?

Developing Reading and Listening skills while capturing our students! How do we do it? Use of Embedded Reading and Listening - see our Google drive for the reading

Engaging students in new learning experiences - your challenge for terms 2-4

What new learning experiences have you engaged your students in? How did it go? What were your students' reactions?

Dimension 4: Engaging students in new learning

Prompts for Dimension 4

  • How am I ensuring that my new learning is being transferred to my practice?
  • When applying my learning what do I notice?
  • Have my beliefs, assumptions (about my practice, student learning) been challenged?
  • How do I monitor and reflect on where I am going, how I am going and where to next?
  • What criteria am I using to monitor the changes in my practice?
  • What kind of data (e.g. teacher designed, student self assessment, peer observations) am I collecting?
  • Am I on the right track?
  • How do I know?

Focus for 27 Sept:

  • Feedback for progress report - facilitator; student voice
  • Comments re recent readings - what trialled?
  • Learning Outcomes
  • Listening skills - article and scaffold sheet
  • Implications for reading aloud

Focus for Wed 18 Oct - Dimension 4: Engaging students in new learning experiences

Inquiry booklet page 5: Mapping your inquiry - use this to help you track and keep a focus on your inquiry

Next meeting: Dimension 5 - What has been the impact of our changed actions on outcomes we value for our students?

Credits:

Created with images by Gustty - "sacred wishing list" • Gellinger - "christmas christmas post santa claus"

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