What do we understand by ‘Teaching as Inquiry’? - Share ideas with a partner. Share commonalities back to the group. Discuss the ways we currently incorporate ‘teaching as inquiry’ into our practice.
Teaching as Inquiry
Turning classroom experience into
• To develop an understanding of the ‘teaching
as inquiry’ framework
• To discuss and plan a teacher inquiry into:
‘How can my students and I successfully
develop our understandings and practice of
the ‘Thinking Competency’? (example)
Inquiry into the ‘teaching – learning’
relationship is the basis of effective
Effective pedagogy requires that teachers
inquire into the impact of their teaching
on their students.
NZC page 35
‘Teaching as Inquiry’ challenges teachers to
• Articulate their beliefs
• Adopt an inquiry stance
• Participate in professional conversations based on
teaching and learning
• Ask the real questions -
"What are the next steps for learning?"
"Is there something I need to change?”
Are you up for the ?
• Identify the needs of your students (how?)
• Collect and synthesise data
• Plan your inquiry
• Seek and analyse data and evidence to inform
• Accept feedback (colleagues & students) and
act on it
• Share your findings and the outcomes
It’s about improving competence …
not proving competence
Identifying possibilities for strengthening or developing
• the experiences of other
teachers (craft knowledge)
• researcher knowledge
evidence of impact on
Posing questions about
Collection of high quality evidence
• student achievement data
• teacher documentation
• classroom observation
• Student voice
Establishing baseline and direction
The teacher uses evidence from research and from their own past practice and
that of colleagues to plan teaching and learning opportunities aimed at achieving
the outcomes prioritised in the focusing inquiry.
Takes place both during and after teaching
Inquiry into the teaching–learning relationship
can be visualised as a cyclical process that goes
on moment by moment (as teaching takes
place), day by day, and over the longer term.
In this process, the teacher asks:
What is important (and therefore worth
spending time on), given where my
students are at?
This focusing inquiry establishes
a baseline and a direction. The
teacher uses all available information
to determine what their students
have already learned and what they
need to learn next. (NZC, p.35)
What strategies (evidence-based) are most
likely to help my students learn this?
In this teaching inquiry, the teacher uses
evidence from research and from their own past
practice and that of colleagues to plan teaching and
learning opportunities aimed at achieving the
outcomes prioritised in the focusing inquiry.
What happened as a result of the
teaching, and what are the implications
for future teaching?
In this learning inquiry, the teacher:
• Puts ideas into practice (embedded in authentic learning experiences)
• Monitors and reflects - Investigates the success of
the teaching in terms of the prioritised outcomes
• Uses a range of assessment approaches (short
term and long term)
• Analyses and interpret the information to
consider what they should do next.
• Summarise -reflect on progress, observations,
current vs initial data. How did it go? What
strategies have made a difference to my
• Provide evidence
• What will you do now? Present findings to
colleagues, principal, BOT
How might professional learning
underpinned by ‘teaching as
inquiry’ be the same/different to
approaches that we currently use?
Reflective blog or wiki
• How could this be used?
• What could we put on it?
• Why and when will we add to it?
• What will happen then?
‘How can my students and I successfully
develop our understandings and practice
of the ‘Thinking Competency’?
Brainstorm ideas in
References & acknowledgements
New Zealand Curriculum Online: Teaching as Inquiry
Alton-Lee (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence
Synthesis Iteration [BES]
Ministry of Education (2007) The New Zealand Curriculum. Wellington: Learning
Graeme Aitken, Dean of Education, University of Auckland
David Reardon – Russell Street School