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4 april staff meeting

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  • 1. T.A.I.
    Teaching as Inquiry at OPS.
  • 2. Teachers as Learners - Improving Outcomes for Maori and Pasifika Students through Inquiry
  • 3. 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
  • 4.
  • 5. Inquiry:
    It’s not about anyone else’s actions (avoid the blame game)
  • 6. Focusing Inquiry:
    What is important (and therefore worth spending time on), given where my students are at?
    Analyse:
    • Your class literacy data
    • 7. What are your student’s learning needs?
    • 8. What are your learning needs?
    • 9. How could this information inform your inquiry?
    • 10. Investigate all factors that could influence this
    • 11. Research the pros and cons of your literacy programme
  • 12. 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
    • 13. Evaluate the effectiveness of your literacy teaching
    • 14. Determine what is effective in regards to this group
  • 15. Teaching & Learning:
    Ako
    Design:
    • Generate key questions to explore
    • 16. Adapt your literacy teaching to improve learning
    • 17. Design a personal action plan
  • 18. 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
    • 19. Alignment to class needs
    • 20. Reference to each of the four components of teaching as inquiry process (focusing, teaching, teaching/learning, learning)
    • 21. Provision for the collection of evidence, including self-reflection throughout all stages of the inquiry
    • 22. Regular sharing and reflection with a small group of colleagues