#Deepen Teacher Inquiry - Hack No 9

Measure What Matters

The Power of Qualitative Evidence and a Look Into the Learning Process.

Your commitment to the learning of your students is enabled through your connection to the learning and learning needs of your students. This connection occurs within your Inquiry and is connected to the learning process by measuring learning in your classroom. Measuring learning and measuring the learning process enables you to know the impact you are having on your students’ learning in a deeper way than assessment data ever could.

So, how do we measure the learning process?
The best way is through surveys or even better, by interviewing students about their learning.

Qualitative Evidence
A good way to get students to talk about their learning is to ask them to tell you a story about a time they felt their learning was going well. Alternatively, you could ask them to tell you a story about their learning in your class during the period of the Inquiry.

Here are some examples of questions which will enable you to dig deeper into, and help measure, a student’s relationship to the learning process.

  • What did you think/feel/say/do?

  • What were those around you saying and doing?

  • Did you feel that your learning was going well? If so, why? If not, why?

  • How did you know your learning was or was not going well?

  • What do you believe you would need for your learning to be even better?

  • What do you think about learning?

  • Can you tell me how you know you are learning?

  • Do you have any processes that help you to make connections between what you know and what you are learning to make new meaning or gain a new understanding?

  • How do you go about identifying what you already know with what you are learning in class? - can you do that for your self? If so how?

  • Does the teacher help you with this? If so how?

  • When you are in the grapple zone and are struggling with your learning, what do you do?

  • How do you go about finding out new information about what you are learning?

Zimmermann et al. (1986) created a series of questions which could be asked to delve deeper into understanding students learner mindset and their capabilities to self-regulate their learning. In essence, to create a greater understanding of the levels of a students learning agency. Following is a sample of those questions.

  • Do you have a method(s) to help you learn and remember?

  • What method(s) do you use? How often would you use it?

  • Can you tell me how you assess what you know before you start? (measure prior knowledge)

  • Can you tell me how you plan your progress when you are learning? (differentiate tasks)

  • Can you tell me how you measure your progress when you are learning? (differentiate outcomes)

  • Can you tell me how you know how well you are learning? (self-assessment)

  • Can you tell me how you know what to do next in your learning? (feedforward)

  • How do you feel when you get stuck in your learning? What do you?

  • Can you tell me how do you motivate yourself to learn?

  • Do you have a method(s) to help motivate you to learn? What method(s) do you use? How often would you use it?

Deepen Teacher Inquiry encourages the modelling of learning by the teachers - for the students - and leads learning in the classroom.

The role of the teacher is to be a leader in learning. There are three elements of leadership - Deepen Teacher Inquiry is about the leadership of learning. Modelling. Dialogue and monitoring. Deepen Teacher Inquiry enables all of these elements of the leadership of learning in the classroom. 

Through this method, we have created a culture of collaboration and sharing of best practice between teachers, between teachers and their students and between teachers and school leaders. Deepen Teacher Inquiry enables teachers to look to learn why students prefer a particular way of learning and how they can learn at a deeper level of understanding.

Go Well.....


From the Archives

Deepen Teacher Inquiry - Hack #4


No matter how many times you have learnt something, or have engaged with a process, there are always parts of what you do that you find more challenging than others.
These challenges, when you are under pressure of time constraints, can lead to you not doing as good a job as you could otherwise.
I know - for myself - that I tend to leave the things I find a grapple till the last moment. When you think about it, we should be tackling that stuff in the first instance.

for from the archives hack 4.jpg