Teachers as Learners - Improving Outcomes for Maori and Pasifika Students through Inquiry
Inquiry: It starts with reflection (It’s about you and your students): Reflection is distinct from other forms of thought because it involves a state of self-doubt, hesitation, perplexity, and mental difficulty. It is an act of hunting, inquiring . . . (and learning). John Dewey 1933
Inquiry: It’s not about anyone else’s actions (avoid the blame game)
Focusing Inquiry: What is important (and therefore worth spending time on), given where my students are at? Analyse:
Your class literacy data
What are your student’s learning needs?
What are your learning needs?
How could this information inform your inquiry?
Investigate all factors that could influence this
Research the pros and cons of your literacy programme
Teaching Inquiry: What strategies (evidence-based) are most likely to help my students learn this? Evaluate:
Justify why you have chosen this group of students
Evaluate the effectiveness of your literacy teaching
Determine what is effective in regards to this group
Teaching & Learning: Ako Design:
Generate key questions to explore
Adapt your literacy teaching to improve learning
Design a personal action plan
Learning Inquiry: What happened as a result of the teaching, and what are the implications for future teaching? A successful Inquiry will include:
Alignment to School goals
Alignment to class needs
Reference to each of the four components of teaching as inquiry process (focusing, teaching, teaching/learning, learning)
Provision for the collection of evidence, including self-reflection throughout all stages of the inquiry
Regular sharing and reflection with a small group of colleagues