NDTA Teacher Inquiry Session 2 December 7, 2009 A Joint Project Funded by Nanaimo School District and the BCTF Program for Quality Teaching (PQT) Facilitated by Debra Swain and Laurie Gitzel BCTF PQT Program Facilitators
Inquiry Professional Conversations
-To ask deliberate questions about teaching and learning.
-To formulate a clear topic/problem to investigate.
-To engage in professional conversations that reflect on learning and teaching practice.
-To apply our professional learning to individual teaching situations.
-To make inquiry a social learning experience and a collaborative enterprise.
-To honour expertise.
November 23, 2009
Check-in to understand how people are doing and where they are at
A cknowledge that we are at different stage
Be respectful of our different learning styles
Be gentle with each other
Be mindful of confidentiality and the code of ethics
Encourage clarification and be comfortable asking for it
Encourage participation and learning partnerships
Provide constructive criticism
Be mindful of side bar conversations
Bring student voices into the conversations
Share real life classroom experiences, books, articles and other resources
Be prepared for each session and take responsibility for your own learning
Communicate with each other in the space between sessions.
What is your question?
What are your plans to investigate the question?
What help or support do you need?
Six Session Overview 1. Nov. 23, 2009. Build community and ask an inquiry question 2. Dec. 7, 2009. Create a plan of action and consider methods of data collection 3. Jan. 25, 2010. Analyze data and consider whether further data collection is necessary 4. March 1, 2010. Further data analysis and plans for future action 5. May 3, 2010. Prepare for presentation of learning 6. June 7, 2010. Final celebration of learning
EXIT slips and feedback Thank you for your constructive feedback. November 23, 2009
Teacher Inquiry in the BCTF: 1. Program for Quality Teaching (PQT) 2. Research and Technology (RT)
Types of Teacher Inquiry - Action Research -Professional Conversations -Book Study Groups Subject/Theme Based Groups -Appreciative Inquiry
Action Research 5 Phases
Problem Identification (ask a question)
Plan of Action
Plan for future action
Professional Conversations “A group of peers engaging in sustained and focused conversations about practice” (Teacher Inquiry in the BCTF: A focus for supporting teacher’s professional development, A report to the BCTF Executive Committee from the Teacher Inquiry Group, April 2008)
Crafting the Container for Professional Conversations
STRATEGIES FOR CONVERSATION STARTERS
PROTOCOLS FOR STRUCTURING CONVERSATION: HELPING TRIOS, CASE STUDIES, TUNING PROTOCOL, CIRCLE DIALOGUE
VERBAL/NONVERBAL TOOLS FOR SUSTAINING THE CONVERSATION
(WELLMAN AND LIPTON (2004)
Post-It Reflection on Lorna Earl’s Article Use a PMI frame to reflect on the article: Positive -recent publication -provides examples applicable to the classroom Minus Intriguing
Honing the Inquiry “ Inquiry is a self directed search for understanding. The essence of inquiry lies in formulating good questions and using research to come to a better understanding of those questions.” Bob Hudspith and Herb Jenkins: Teaching the Art of Inquiry, 2001
Listening Triads Purpose: To reflect on the inquiry question or plan of action. Structuring Protocol: 10 minutes/person A: Talks about the Teacher Inquiry for 5 minutes B: Probes, clarifies, paraphrases, asks questions, to gain a greater understanding of the inquiry (3 minutes) C: Observes the conversation and shares information during a debrief (2 minutes)
A: Discusses the Teacher Inquiry for 5 minutes. * Reflect on your question/plan with a critical eye. *Stretch your thinking…dig deep and challenge what you know.
B: Probes, clarifies, paraphrases, asks questions , to help the Teacher Inquirer (Person A) extend his/her thinking in order to and gain a greater understanding of the inquiry question or process. (3 minutes)
C: Observes the 8 minute conversation and articulates the important aspects of the discussion in a 2 minute debrief. This process deepens the participants understanding of the Inquiry.
School Board Policies
Classroom based Inquiry
-Sharing/publishing information re: students outside of the school
-Letter written by Journey Middle School’s Principal
Some Data Collection Examples * Photographs * Interviews * Journal Entries, Observations * Surveys * Student work samples * Structured Conversations: Circle Dialogue, Tuning Protocol
Intervention: To implement processes that will help students:
self-assess and guide their learning by comparing their work to the learning outcome standards/exemplars
b) identify gaps in their understanding
c) take the necessary steps to either adapt, change or improve their skills, understanding and knowledge
Homework 1. Complete action plan and e-mail to Deb or Laurie by December 18, 2009. 2. Begin the Inquiry using a two lens approach: a) Instructional Lens: Collect data/information on implementation of the classroom based interventions. b) Student Learning Lens: Collect data/information on how the teaching intervention is impacting students’ learning .
“ For students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn on to modify their own work .” Sadler, 1989 as cited by Earl, Rethinking Classroom Assessment With Purpose in Mind, 2006