Teaching as Inquiry - Example
•What data/evidence/information do I have to support this?
•How do I know that this evidence is valid?
•What are the learner ’ s priorities
•What are my priorities (the teacher ’ s ) with this group of learners?
•What have they learned and what do they need to learn?
•Where are we going with this? What do we need to achieve?
•What have I learned from in the past that can help me out now?
•What do I need to plan for in order to achieve the goals?
•What do I need to do to help my students best learn this?
•What are the best-practice examples of this teaching?
•How can I best measure results against expected learning out-
•How do I communicate this?
•How can I co-construct this with the learners?
•Where should I spend the most of my teaching time?
Learning Inquiry (Formative/Summative)
•How did it (is it) go? What does my evaluation tell me (so far)?
•What evidence tells me it was/is successful?
•How is does my evidence present itself and how is it deeper than the
•How can I trust the data? How am I interrogating the evidence?
•What does the evidence really tell me?
•What do my colleagues think about it?
•What impact did the teaching have?
•What am I (the learners) going to do with this next?
•What impact does this have on future teaching and learning?
•What has changed? What needs to change?