Deepen Teacher Inquiry Series - Part 25
Last week we covered the evidencing aspect of a teacher inquiry, and I suggested that teachers be innovative when it came to the evidence they planned for and collected as part of their teacher inquiry.
As a result of this, I have received a few comments from Facebook groups that were essentially - WHAT???
So I thought I would continue with that theme and build some pictures around what being innovative with your evidence curation means.
Be Innovative | See Impacts | Do Curation
Jo is a year one teacher, and she has some focus students in her class who have incredibly low levels of reading. Not only reading but comprehension of what they are reading or even what is being read to them.
Jo is going to use a strategy with these students where she calls attention to the important pictures in the book and engages the students in a conversation about the images before they read the book together.
Now Jo has her running records for reading, and she wanted to use that as her evidence. A running record before the inquiry strategy and to redo her running record after she had focused on her strategy - which she did.
However, Jo decided to be more innovative with the way she evidenced the impact of her strategy and asked another teacher to come in and observe key students during the session. This observer was to take a measure of confidence and engagement during discussions about the book. In the observation, Jo had identified key behaviours and body language that is linked to confidence and engagement. These specific behaviours and body language were what was being tally charted during the observation. By getting this information, when put alongside the running records, Jo was able to gain a greater understanding of the learning that was happening.
Jo was connecting with a greater number of the three dimensions of learning in her evidencing - Social (say and do), Cognitive (think) and Emotional (feel).
Learning is such a complex process - As teachers, we are great at measuring the learning outcomes. How often do we check or measure the learning process?
The three dimensions of learning - Social, Cognitive and Emotional.
Eamon is a year six teacher. He is restructuring the way he designs the learning choices for his maths groups. He wanted to see, if students could make better decisions of activities when there was a well defined and incremented set of activities for students to complete.
Eamon had a focus group of students that he was going to monitor during maths sessions. And make a note of what activities these students chose.
Eamon decided that was not enough. He decided to get innovative with his evidence and decided to interview his focus group about their thought process when choosing what maths activity to choose. He also wanted to find out how students felt about their learning and about having the choice.
Eamon was connecting with a greater number of the three dimensions of learning in his evidencing.