2. My Task
I chose my
RATW class
*Choose a specific class and 4 - 6 week period
to implement an ‘action inquiry’ on an area of
my teaching.
Reasons chosen,
cohort description and
factors affecting learning
can be found on page 4
of my VIT document.
Thursday, 12 December 13
Weeks 5 - 10
of Term 3: during the
study of Human Rights &
Religion
3. *High level literacy
*Low level Literacy
*High engagement
*Low engagement/
motivation
*English as a second
language
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4. Using the needs of the
cohort to plan curriculum...
*Testing prior knowledge
*Differentiation and student choice
assessments
*Modification of work
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5. Specific Content
Can be found on pages 8 - 13 of
my VIT document, with colour
coding as to the building of
particular skills or areas of the
curriculum
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Adhered to VELS
requirements, and
expectations of
CSHS
6. Learning Outcomes and
Assessment
Primary questions, secondary
questions, formative and
summative assessment
Details can be found on
page 14 of my VIT
document
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What is the importance and framework
of human rights post WWII, and how
has this framework shaped the second
half of the 20th century and today?
7. Can be
found on page
15
Question for Inquiry
Changes
Purpose
Introduction
Linking
Pace
Narrative
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Activities
8. Hypothesis...
If I do this....
Then the outcome might be.....
resulting in........
If I clearly explain what is
required in the transition to the
next activity, including the
timeframe of completion, then the
outcome might be that students
will be more engaged and be able
to discuss the topics for longer;
therefore producing more within
the timeframes.
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If I set clear expectations at
the beginning of every class,
then the outcome might be
that students are actively
listening and therefore more
likely to engage further and
produce high quality work.
9. Using the Helen Timperley Model
to structure Inquiry..
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10. Page 17 of VIT
document
Action Plan
Explicit
Instructions
Clear time
limits
Learning
Intentions
and linking
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11. Professional Research
Examples of some
resources I used
Discussions with Colleagues
Beginning of lesson structure
Observations of Colleagues
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13. Change of focus....
Page 23
To discussion and questioning
If I regularly encourage and
facilitate active discussion, then
the outcome might be that
students can ‘make sense’ of
information better, forming
opinions and analysing topics,
and are therefore more likely
to engage further and produce
higher quality work.
Thursday, 12 December 13
If I ask questions that encourage ‘higherorder thinking’ in students, then the
outcome might be that the students are
able to discuss the topics for longer,
producing more within the timeframes and
therefore be able to ‘synthesise’ and
‘evaluate’ more often, rather than simply
‘knowing’ and ‘comprehending’.
14. Repeat Action plan...
Actions:
•Prepare possible questions that are higher up the bloom’s level before entering the
classroom on the topics I know we will be covering.
•Create a ‘friendly’ and non-judgmental environment in my classes, encouraging
students to have a ‘go’ at talking about things they believe they don’t know enough
about.
•Set aside and allow for specific times for discussion.
More professional
reading and learning
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Repeat of Helen
Timperley model
16. Reflections
I found general
discussion quite easy,
however harder to ask
questions at the higher
levels.
However, once debriefed with
Cath McMahon, I realised that
many of my questions could be
improved easily with some simple
re-wording.
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Difficult to come up
with a lot of higherorder questions prior to
lesson
17. Page 28
Student Evidence
Actively followed 2
students throughout
the inquiry period
Both Improved
learning outcomes
during the time
period
Different needs
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19. Overall, I am extremely happy with the results, as
they show that my inquiry was successful, yet still
giving me areas to work on in the future.
Areas I’m
interested in for
the future:
Continuing to as
higher order
thinking questions,
facilitate
discussion,
differentiation,
Checking student
understanding
Thursday, 12 December 13
