The MindLab Session 14 - inquiry learning and teaching as inquiry

Inquiry as a teacher, and learner inquiry. 

There any models of inquiry - we have our own model as part of the NZC - and I'd be hoping most of us are familiar with this.....

Other inquiry models 

1 - Circle inquiry - which begins with the 'tuning in' section 

Finishing with the 'taking action' - what do I know that I did not know before? How do I apply this in our practice? 

2. 

I like this quote from Herbert 'Research is society endorsed inquiry'. 

Group Questions: Tuning In - what would be the implications if we only had inquiry learning in our classes? Or if we never? Created an interesting discussion - essential skills, framework creation, framing of the Qns? Inquiry learning is about 21st century skills. 

The framing if the question is essential - contestable, not too broad, quantifiable .....

No inquiry = lack of student agency, no voice or choice? 

Inquiry learning has a place, but it is not the only way ...

Inquiry allows students to move from knowing to understanding. It creates authentic contexts. Framed through provocative statement - eg kids can't change the world! 

The driving Qn is what we want the kids to understand by the end of it? Major impact on planning? 

Backward map from the initial understanding. Learning needs to be meaningful and manageable - relating the big idea idea to their world - a deep understanding of the big ideas. 

Inquiry task 

The Rise of Robots - the threat of a jobless future - Martin Ford - sounds like in interesting read 

https://www.youtube.com/watch?v=_RA_z1aDdiQ

Ford discusses some of the following 

- that robots not just service jobs, but white collar jobs being overtaken 

- robots create  less need for programming - move a model to program

- robots to teach students with learning disabilities 

1 what do we know about this topic? 

2 what burning Qs do we have relating to this topic? 

3 what is the most impt topic related questions we should be asking as Qs 

4 how would we go about about searching for relevant believable information on this topic?   

Effective Questions -

Inquiry sits on the edge of what we know - the twilight zone!!!

They most be answerable

They cannot be answered by a simple fact

The answer can't be already known 

They must have done objective basis for an answer

They cannot be too personal 

# It's not inquiry if 

- you already know the answer

- students do not develop their own questions to follow 

Sorting Info 

This looked like quite a good tool for NCEA students to use for sorting out their ideas for research. InstaGrok creates a simple concept plan with links and sources of info on any set topic eg see below: 

One of the links we got from here was quite an interesting site on the future of jobs - you load your profession and it predicts what % chance of your job disappearing in the near future to a robot - luckily robotizing education might be a long way off!

One sentence conclusions 

Our one sentence question: Can robots effectively replace teachers in the classroom?

Our one sentence conclusion (with a few clauses....) : Yes, learning needs of the students; the age of the students; and the content being worked through. 

Blessinger's Research Framework 

..which we will use in the second half of the course, I think mirrors our own inquiry cycle ...

Blessinger Research Template	NZC Inquiry Cycle
Research Question	Focussing Inquiry
Research Perspective	Teaching Inquiry
Research Design	Teaching and Learning Intervention
Research Analysis	Learning Inquiry
Research Conclusion	So what? Next Steps

Off to the next assignment .....

CADAP - Building capacity of Middle Leaders

Christina Thornley - Principal's Advisor, Teachers' Council - was the keynote speaker at the term's CADAP professional learning session. She presented a seminar on effective and valuable appraisal processes. What was encouraging was that our school's PPL (partnership for professional learning) inquiry and appraisal cycle, does a lot of what Christine says, 'is good practice'. 

The aims of the day were to create a  'Better understanding through the professional workshops of what appraisal should be - valuable and manageable ' and to reinforce that 'buildng the capacity of Middle Leaders is a key job of SL - and that includes a clear vision and focus for professional learning and appraisal.' 

Any appraisal system/process should have - 

Purpose 

Value

Intention

These need a conceptual framework and a scaffold - in order to have a robust appraisal framework. The 'appraisal conceptual framework' devised for this.

Our teacher inquiry model is our framework 😏

There is a need  to sit the Professional Standards next to Registered Teacher Criteria - 

http://www.minedu.govt.nz/NZEducation/EducationPolicies/SchoolEmployment/TeachersPrincipals/SecondaryTeachers/CollectiveAgreement/Supplement1.aspx#1.1

Essential to have a process for the 'difficult conversations' - open to learning conversations 

- respectful

- focussed on the issue 

- sense of agreement to move forward 

Responsibility - have a clear and transparent model for staff - at all levels - who is responsible for what in the process - everyone has the right to grow - growth framing. Multi layered purpose to the system. Through the inquiry  system, evidence for appraisal is created, inquiry for the teacher NOT just for appraisal.

I think this is something that we have not 'nailed' yet - enabling teachers to see and understand that inquiry is about continually reflecting on practice in order to improve, not to generate data and evidence! 

What is good when we look for evidence for the RTC? Teachers take an inquiry mindset to our teaching already - we have just not formalised or organised this into an inquiry cycle. How are our students doing and how do we know - is what we as teachers do - it's what keeps us going! This is the evaluative capability. 

Akonga - is any learner - teachers in schools are the akonga of middle leaders, middle leaders are the akonga of the senior leadership team.....

What does good look like? 

Mediocrity is not enough - good is the baseline hurdle!! This is the bottom line. If you cannot get over the hurdle, then it needs to be addressed. Teachers can be in different places for each criteria - this is what sets the goal.

 Tātaiako a lens to look through the criteria - not a separate set. 

Knowing what good looks like us really important - especially for Middle Leaders ? Need to develop a rubric for showing what good likes. These may look different in different settings.

We need to define what effective practice look like in 'our place' - has not been done for awhile. 

Defining what good looks like through - PEP, KEP, Tātaiako, NCEA - where does this place us nationwide.  This may look different across different roles in the school - faculties, pastoral etc.

Organising evidence - holistic approaches to evidence enable teachers to link planning to outcomes for students - a central organising construct eg 

- RTC

- Tātaiako competencies

- goal for inquiry 

A holistic approach needs the teachers to have the criteria in the forefront of teachers thinking 

Good practice would come a range of sources. Probably 2 observations and discussions around this. My actions are not just based on my own view - Tātaiako affirms this -we are only one voice.

Appraisal evidence should come from the  'harvest of everyday practice' !! So much! Choose something that stands out  - something that matters in an inquiry! 

Might have lots of evidence, but does that reflect what 'good looks like' ?

# Gathering evidence is not the PURPOSE of an inquiry, it's what falls out of an inquiry! - a key point to remember. 

Questions and thoughts - questions to ask ourselves back at school 

What's working well in our model? 

What professional learning are we doing for Middle Leaders  around this process? 

What are the pros and cons of our current model?