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Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
Improving external results in english, an inquiry approach
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Improving external results in english, an inquiry approach

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Short presentation to English teachers to help focus their thinking using Timperly's inquiry cycle.

Short presentation to English teachers to help focus their thinking using Timperly's inquiry cycle.

Published in: Education
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  • In the process we’ll contribute to a Google doc that can become an ongoing shared resource as you work through the year. So let’s think about what we can control in terms of the learning these students do that is assessed by the external standards. (queue for next slide)
  • Switch to Google doc. Brainstorm under each heading, things we can control as teachers. I can add from the list I’ve thought of.
  • Many of us try to start by going straight to the fourth part of the cycle, engage students in new learning experiences…Need to begin by clearly defining the specific curriculum goal, using evidence.
  • You have this overlay to help guide you as you fill in the plan. Let’s look at each step in the cycle in more depth.
  • We know that our aim is to improve results, but what is the specific curriculum goal? What does the data show us? What data to we need to help us drill down? “The 5 whys”
  • Transcript

    • 1. Improving external results Using Teaching as Inquiry to help clarify your thinking about a way forward.
    • 2. What can we do at this early stage to help improve external results ? No one can come in and give you the book of strategies, the worksheet or the PowerPoint to answer that question because it’s different for each school, each class, each student. They would be strategies to fix an undiagnosed problem. This session will: 1. Facilitate a discussion and shared thoughts from the group 2. Outline the inquiry approach (Timperly’s model) and how it can help you plan
    • 3. Issues we might look into in our focusing inquiry. What can we as teachers control when it comes to maximising the effectiveness of teaching and learning : In the classroom? • Knowing the learners, student and whanau voice • Feedback and assessment, Where am I going, how am I going, where to next? In our courses? • Are all students affirmed? Able to contribute? Challenged? Empowered? Do they have a sense of purpose? (Carol Anne Tomlinson) • Text selection: chosen for the learners or the teacher?
    • 4. What works and what doesn’t (According to Hattie) Meta analyses Meta analyses Rank order by effect size out of Rank order by effect size out of 138) 138) Teacher clarity Teacher clarity 8 Providing formative evaluation Providing formative evaluation 3 Ability grouping Ability grouping 128 Feedback Feedback 10 Teacher student relationships Teacher student relationships 11 Meta cognitive strategies Meta cognitive strategies 12 Retention Retention 136 (negative effect size)
    • 5. Inquiry Planner Timperly (2011) What knowledge and skills do our students need to meet important goals? What has been the impact of our changed actions on outcomes we value for our students? What knowledge and skills do we as professionals need to meet the needs of our students? Deepen professional knowledge and re ine professional skills. Engage students in new learning experiences
    • 6. Inquiry Planner Overlay Timperly (2011) · · · · How effective has what we have learned and done been in promoting our students’ learning? What should we keep going and what should we stop? What should we change and refine? What new challenges have become evident? · · · · · Specific curriculum goal? What do they already know? What sources of evidence have we used and how adequate are they? What do they need to learn and do? How do we build on what they know? · What knowledge and skills do our students need to meet important goals? · What knowledge and skills do we as professionals need to meet theneeds of our students? How have we contributed to existing outcomes? In what areas and with whom are me most effective? In what areas and with whom are we less effective and why? What do we already know that we can use to promote better outcomes? What do we need to learn and do to promote better outcomes? What sources of evidence/knowledge can we use? · · What has been the impact of our changed actions on outcomes we value for our students? Deepen professional knowledge and re ine professional skills. · · Engage students in new learning experiences
    • 7. !! ! ! has!what! d!and! romoting! earning?! e!keep! t!should! ! ! ! · · · ! ! ! · · Specific!curriculum!goal?! What!do!they!already!know?! What!sources!of!evidence!have!we!used!and! how!adequate!are!they?! What!do!they!need!to!learn!and!do?! How!do!we!build!on!what!they!know?! ! ! ! What!knowledge!and! skills!do!our!students! need!to!meet! important!goals?! What!has!been!the! impace!of!our! changed!actions!on! outcomes!we!value! What!knowledge!and! skills!do!we!as! professionals!need!to! meet!our!needs!of!our! students?!
    • 8. e!have!we!used!and! rn!and!do?! t!they!know?! · · d! s! nts!in! ng! es! What!knowledge!and! skills!do!we!as! professionals!need!to! meet!the!needs!of!our! students?! How!have!we!contributed! to!existing!outcomes?! In!what!areas!and!with! whom!are!me!most! effective?! In!what!areas!and!with! whom!are!we!less! effective!and!why?! What!do!we!already! know!that!we!can!use!to! promote!better! outcomes?! What!do!we!need!to!learn! and!do!to!promote!better! outcomes?! What!sources!of! evidence/knowledge!can! we!use?! · · Deepen!professional! knowledge!and!reB ine! professional!skills.!! · ·
    • 9. Further reading Hattie, John: Visible Learning Tomlinson, Carol Ann: Fulfilling the promise of the Differentiated Classroom. Timperley, Helen: Realizing the power of Professional Learning

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