Teaching as inquiry
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Teaching as Inquiry from the NZ Curriculum

Teaching as Inquiry from the NZ Curriculum

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    Teaching as inquiry Teaching as inquiry Presentation Transcript

    • Teaching as Inquiry
      • Enner Glynn School
    • Starts with Reflection
      • It’s about you (& no one else)
      • An inquiry/Questioning
      • Seeking
      • Evaluating
      • Discussion/Dialogue
      • Implementation/Testing alternatives
    • 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
      • It is something that takes you to a place of learning... somewhere new It gets you into ‘learning mode’
      For perspectiveFor new possibilityFor clarityTo sharpen the focusTo challenge yourself and your situation (gets you off autopilot) Remember: Where you begin may not be where you end up! What is on the edge of my awareness A recurring theme A muddy/sticky point Something difficult/unresolved Something which needs clarity Not to justify your position or why you are right and someone else is wrong! What is reflection? Why reflect? What to reflect on?
    • The Warnings
      • Not about anyone else’s actions
      • Avoid the ‘blame game’
      • No inquiry = No ‘reflection’
      • If used as a ‘passive process’ it becomes ‘impotent’
      • Not reactive, but PROactive
    • Stimulus Response Freedom to Choose Self-Awareness Imagination Independent Will Conscience Proactive Model Source: Stephen Covey’s 7 Habits of Highly Effective People. p.71
    • The ‘Inquiry’ (and Filter) Technical Questions Blamer/Judger Questions Learner Questions Expertise required - A solution is known or can be found. Finger pointing. Looking for fault/blame. Why has this failed? What’s wrong? Solution seeking, Explores possibilities, Open, Proactive, Acceptance, Discover, Inquiring, Intentional change, Win/win? e.g. Where can I find the booking sheet? e.g. Who is responsible? Why did this happen? What went wrong? e.g. How/What can I learn about this? How can I stay on track? What are my motives? What is right for me/them/the organisation? What are my responsibilities/choices? How does my attitude affect this? What is possible? What should I change in my approach? Am I being realistic? What do I really not want to know? What evidence supports this need? What more do I need to know
    • More Filters!
      • Enner Glynn School