T.A.I.<br />Teaching as Inquiry at OPS.<br />Thanks Rocky Jensen for her slideshow presentation on Meaningful and Manageab...
Teachers as Learners - Improving Outcomes for Maori and Pasifika Students through Inquiry<br />
Inquiry:<br />It starts with reflection (It’s about you and your students):<br />Reflection is distinct from other forms o...
Inquiry:<br />It’s not about anyone else’s actions (avoid the blame game)<br />
Focusing Inquiry:<br />What is important (and therefore worth spending time on), given where my students are at?   <br />
Focusing Inquiry:<br />What is important (and therefore worth spending time on), given where my students are at?   <br />A...
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
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4 april staff meeting

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Teacher Action Inquiry - starting the process using BLOOMS and the Thinking Skills Framework.

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4 april staff meeting

  1. 1. T.A.I.<br />Teaching as Inquiry at OPS.<br />Thanks Rocky Jensen for her slideshow presentation on Meaningful and Manageable Teacher Appraisal. <br />
  2. 2. Teachers as Learners - Improving Outcomes for Maori and Pasifika Students through Inquiry<br />
  3. 3. Inquiry:<br />It starts with reflection (It’s about you and your students):<br />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).<br />John Dewey 1933<br />
  4. 4.
  5. 5. Inquiry:<br />It’s not about anyone else’s actions (avoid the blame game)<br />
  6. 6. Focusing Inquiry:<br />What is important (and therefore worth spending time on), given where my students are at? <br />
  7. 7. Focusing Inquiry:<br />What is important (and therefore worth spending time on), given where my students are at? <br />Analyse:<br /><ul><li>Your class literacy data
  8. 8. What are your student’s learning needs?
  9. 9. What are your learning needs?
  10. 10. How could this information inform your inquiry?
  11. 11. Investigate all factors that could influence this
  12. 12. Research the pros and cons of your literacy programme</li></li></ul><li>Teaching Inquiry:<br />What strategies (evidence-based) are most likely to help my students learn this? <br />Evaluate:<br /><ul><li>Justify why you have chosen this group of students
  13. 13. Evaluate the effectiveness of your literacy teaching
  14. 14. Determine what is effective in regards to this group</li></li></ul><li>Teaching & Learning:<br />Ako<br />Design:<br /><ul><li>Generate key questions to explore
  15. 15. Adapt your literacy teaching to improve learning
  16. 16. Design a personal action plan</li></li></ul><li>
  17. 17. Learning Inquiry:<br />What happened as a result of the teaching, and what are the implications for future teaching? <br />A successful Inquiry will include:<br /><ul><li>Alignment to School goals
  18. 18. Alignment to class needs
  19. 19. Reference to each of the four components of teaching as inquiry process (focusing, teaching, teaching/learning, learning)
  20. 20. Provision for the collection of evidence, including self-reflection throughout all stages of the inquiry
  21. 21. Regular sharing and reflection with a small group of colleagues</li>

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