Teaching as Inquiry: TeachMeetNZ


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Justine Driver's slides for the inaugural TeachMeetNZ event held on May 4th from 2-3pm. A collaborative online event where educators share an idea in three minutes - consisting of 12 slides (15seconds per slide). Here Justine shares her thoughts on adopting teaching as inquiry as a way of professional being.

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  • Kai ora my name is Justine Driver and I am the Deputy Principal at Pakuranga Heights School in Auckland. In 2012, I graduated with a Masters of Ed Leadership & Management _ this presentation will outline part of my thesis and ideas on Teaching as Inquiry
  • I believe that children are our future, teach them well and let them lead the way…. it makes sense doesn’t it, that if today’s children are tomorrow’s future then giving them the best educational opportunities goes without saying…
  • And therefore the teaching and learning in our schools needs to be effective in raising outcomes for students & teachers, simple??? However this is a dilemma faced by educators across the decades because schools are dynamic places and teaching is a complex activity.
  • A solution lies within the Teaching as inquiry model which is promoted in the New Zealand Curriculum as an important aspect of effective pedagogy. Pedagogysimply put is the art of effective teaching… and in particular those teacher actions that progress student learning.
  • The ministry promote that inquiry can be thought of in two ways 1) as a cycle of learning and 2) as a way of being, to adopt teaching as inquiry as a professional way of beingrequires a change in mind set for teachers of the way that they are to view their professional activity – this is much harder shift…
  • if teaching as inquiry is viewed merely at as a cycle of learning, this could be interpreted at a surface or procedural level, where teachers may comply with systems and processes within their organisation without really engaging into the impact that their actions have on student outcomes
  • Whereas on the other hand if teachers adopt an inquiry disposition with teaching as inquiry as a way of professional being, I urge you to consider this as being at a deeper_or more conceptual level where the improvements in students outcomes, quality teaching practices and organisational learning increases.Http://www.flickr.com/photos/worldgreen/2761649246/sizes/l/in/photostream/
  • In my research I discovered that the context in which teachers work plays a huge role in whether have adopted “inquiry as a way of professionalbeing”.I believe teachers may engage in inquiry at the procedural level first and over time and exposure to effective contextual conditions they will adopt inquiry more as a way of professional being.
  • Therefore school leaders need to createthe conditions for a culture of inquiry: where professional dialogue prevails, and staff are encouraged to collaboratively investigate their current assumptions and practice using a rich variety of formative & summative evidence
  • Herethe two ways of viewing inquiry are presented with the procedural cycle of learning on the left… to the conceptual/deeper, way of professional being, on the right. The more staff can engage in effective conversations to reflect on the impact of their practice over time a change in values occurs.
  • You are in the spot light now… Can you identify whether you’ve moved from using teaching as inquiry as a cycle of learning (because you have to)…towards a daily disposition that has a profound impact on your improved practice, and the improved outcomes of others (students and colleagues)?
  • Since completing my thesis there is now more literature and evidence supporting teaching as inquiry as an effective pedagogy. Teacher’s can no longer ignore that they need to adopt an inquiry disposition – it is a professional responsibility. Further information and resources can be found on my wikispace. Kia ora.
  • Teaching as Inquiry: TeachMeetNZ

    1. 1. A Wayof BeingTeachingasInquiryCycle ofLearning
    2. 2. - procedural -Cycle ofLearning
    3. 3. - conceptual -Way ofProfessionalBeing
    4. 4. http://flickr.com/photos/blackbutterfly/3082335820/- Time & Level of Engagement -Surface … … … … … … Levels of Understanding … … … … DeepCompliant … … … … … … Change in Values … … … … Embedded
    5. 5. http://digitallearningnz.wikispaces.com/Teaching+as+Inquiry