This document discusses teaching as inquiry, which involves teachers inquiring into their own teaching methods, assessing effectiveness, and learning new practices or making alterations where needed. It encourages establishing a culture of trust and open-mindedness to support this process. Examples are provided of how primary and secondary schools have implemented teaching as inquiry through systems, teacher collaboration, data analysis, and engaging students. Resources and research related to teaching as inquiry are also listed.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
A roadmapfor implementingblendedlearningcue mar2014iNACOL
iNACOL completed a roadmap for blended learning. These elements include leadership, professional development, teaching, operations/policy, content and technology. Each element is needed in order to have a successful implementation.
This presentation by Professor Kathryn Moyle at Timor-Leste conference: Finding Pathways in Education. provides an overview of the Australian Council for Educational Research (ACER), insights into some of the work ACER undertakes in teacher education and information about work ACER is undertaking in Timor Leste
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Presentation for Asia New Zealand workshop at NZPF Conference, Wellington 2015.
Outlines the role of the VLN Primary School and how we can support schools to provide learning opportunities in Asian Languages.
One of my first conference presentations.
We discussed explicit teaching strategies & resources for educating our kids to be responsible 'cybercitizens' This ranged from modelled & guided use of the internet with our younger students, information literacy, to learning about issues such as plagiarism, copyright, cyberbullying, web evaluation, our 'digital footprints' in a Web 2.0 world.
Matapu students talk about what it is like to learn on the VLN. They talk about the classes they attend, why they enjoy them, how they use the Moodle site, how technology helps them learn and how their teachers help them learn.
This is the presentation we use when giving students and schools an introduction to online learning. We do this with all schools and students before they start their online classes to ensure they are prepared for learning online. They know how to use the tools, how to interact and they begin to develop some confidence in interacting with others.
Overview of the Gen-i Engineer for Schools Programme. A collaboration between Central Taranaki Schools, Gen-I Taranaki & WITT to provide sustainable, affordable 1st level technical support for schools.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Teaching as inquiry
“Teachers are at the
heart of school
improvement, and
with all the change in
the world and new
understandings
about learning it is
essential that they
too keep learning. “
(Stoll, Fink & Earl, 2003)
2. Teaching as inquiry
In this session:
• the teaching as inquiry
process and its place in
the NZC
• characteristics of
schools and classrooms
where teaching as inquiry
is evident
• examples from schools,
and key resources
4. Teaching as inquiry
Encourage teachers to:
• inquire into their own
teaching methods
• assess its effectiveness
• learn new or alter practices
where necessary.
Teachers are regarded as
“ongoing learners in the area
of improving their teaching.”
Curriculum Implementation
Exploratory Studies 2
5. What forms does inquiry take?
Action research
Critical dialogue
Classroom observations
Journals
Critical data analysis
Appreciative inquiry
Port folios
Writing (including story telling)
Text analysis
Programme evaluation
http://instep.net.nz/inquiry_and_evidence_based_practice/inquiry_based_
practice/what_forms_does_inquiry_take
6. EDTalk - Helen Timperley
Helen Timperley, Professor of
Education at The University of
Auckland, talks about ways
teachers can gain knowledge
through cycles of inquiry into
their practice. Start clip at 2.13.
http://www.edtalks.org/video/professional-
learning-makes-difference-students
More reading:
http://www.mp.gov.rs/resursi/dokumenti/do
k195-eng-
IBE_teacher_professional_learning_and_dev
elopment.pdf
7. Teaching as inquiry - leaders
Support teachers with:
• systems and processes for
introducing teaching as inquiry.
• promote culture of trust, open
mindedness
• allow for fallibility
• encourage persistence.
Help teachers:
• meet in groups to understand process and put it into practice
• investigate data
• reflect on problems of practice
• consider approaches that will help students.
NZ Curriculum Update 12
8. Teaching as inquiry - teachers
• meet often to focus on learning
and teaching activities
• base discussions on good data
and information
• commit to group decisions
• record information about
students’ learning and note
actions to improve learning
• write end-of-term classroom and syndicate programme
evaluations
• observe and give feedback on one another’s practice, noting
issues, ideas to follow up
•invite students to participate in process.
NZ Curriculum Update 12
9. Teaching as inquiry - schools
• learn together
• draw on external expertise to build
teachers’ understandings
• systems integrate teaching as inquiry
into classrooms, across the school
• link PD programmes and teaching as
inquiry
• teaching as inquiry expected and monitored.
Discussions about:
• shared problems of practice
• analysing data to discover successful teaching strategies and
where improvements are necessary
• deciding on appropriate teaching strategies and approaches.
NZ Curriculum Update 12
11. School examples - primary
Video: Newmarket Primary School – developing school-wide inquiry. Includes a resource
outlining advice for leading inquiry. Duration: 4:07
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-
programmes/Ako-in-action/Wendy-Kofoed-school-wide-inquiry
Video: Newmarket Primary School - modelling inquiry with teachers. Duration: 4:23
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-
programmes/Ako-in-action/Wendy-Kofoed-accelerating-Maori-and-Pasifika
Paper: Ilam School - teaching as Inquiry (Download paper top RH of screen.)
http://digitalcommons.nl.edu/ie/vol2/iss1/5/
Video: Ilam School approach to effective pedagogy Duration: 6:58
http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Effective-pedagogy/Ilam-
pedagogy
Video: West End School deprivatising practice – plus discussion resource Duration:2:23
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-
programmes/Ako-in-action/Gary-Punler-deprivatising-practice#block-1-button
12. School examples - secondary
Kelston Girls’ Carol Jarrett describes introducing teaching as inquiry in her department
http://nzcurriculum.tki.org.nz/Ministry-curriculum-guides/Secondary-middle-
leaders/Supporting-effective-teaching/Supporting-teaching-as-inquiry
Duration: 4:49
Epsom Girls’ Claire Amos talks through the process of introducing teaching as inquiry to
develop school-wide e-learning action plans
http://www.edtalks.org/video/using-teaching-inquiry-guide-elearning-action-plan
Duration: 6:42
Flaxmere College principal Louise Anaru describes a school-wide approach
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-
programmes/Ako-in-action/Louise-Anaru-leading-pedagogical-change
Duration: 3:04
Papatoetoe HS principal Peter Gall describes a teacher’s inquiry on student engagement
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-
programmes/Ako-in-action/Peter-Gall-supporting-inquiry-approaches
Duration: 1:14
13. Teaching as inquiry - resource collection
New Zealand Curriculum – effective pedagogy section
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-
Curriculum/Effective-pedagogy
Curriculum Update 12 – Understanding teaching as inquiry
http://nzcurriculum.tki.org.nz/Ministry-curriculum-guides/Curriculum-updates/NZC-
Updates
INSTEP – Inquiry and evidence based practice
http://instep.net.nz/inquiry_and_evidence_based_practice
Assessment - using evidence for learning
http://assessment.tki.org.nz/Using-evidence-for-learning
A suggested teaching as inquiry process for teachers of te reo Maori
http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-
Maori/A-suggested-teaching-as-inquiry-cycle
Teaching as inquiry - elements of teaching effectiveness (Professor Graeme Aitken)
http://assessment.tki.org.nz/Assessment-in-the-classroom/Teaching-as-inquiry
14. Research
Directions for learning: The New Zealand Curriculum Principles, and teaching as inquiry
May 2011 (published 22/7/11)
In early 2010, the Ministry of Education asked the Education Review Office (ERO) to
conduct an initial evaluation, and a follow up evaluation one year later, to investigate
how schools were using the eight principles and the teaching as inquiry process as
outlined in The New Zealand Curriculum.
Curriculum Implementation Exploratory Studies 2 (published 5/11)
This study reports on ways in which innovative schools and teachers have been
working to implement The New Zealand Curriculum across all three years of the
project.
Monitoring and Evaluating Curriculum Implementation: Final Evaluation Report on the
Implementation of The New Zealand Curriculum 2008–2009 (published 1/4/11)
This report presents findings from a national evaluation of the implementation of The
New Zealand Curriculum. The project sought to establish a national picture of
implementation progress in English-medium schools in the first two years following
the curriculum's launch in November 2007.