DEEPEN TEACHER INQUIRY SERIES - PART 12
Deepen Teacher Inquiry Series - Part 11
The Power of the Qualitative Evidence.
Teacher questions, and the resulting summative data analysis tend to be more qualitative in nature since teacher questions seek to understand the process or the nature of a classroom phenomenon. This means that most data collection is done by survey, open-ended questions or by interview.
Deepen Teacher Inquiry Series - Part 10
Continuing from last week, we were rummaging around the area of evidence analysis, and the importance of “analysing qualitative data in more than one way”.
Summative data analysis gives you the opportunity to learn a great deal about what is happening for the learning of the students and the impact of teacher actions and strategies. It can also bring to fore ways to improve the learning experience for the students.
Deepen Teacher Inquiry Series - Part 9
This week we journey into the area of evidence analysis. Over the last few weeks, we have looked at the kinds of evidence that teachers can collect as part of their inquiry. Now we are at the point where we have done the following steps of the inquiry process:
Collected our pre-inquiry evidence
Actioned the change in teaching strategy
Collected our post-inquiry evidence
Deepen Teacher Inquiry Series - Part 8
This week we will journey through the idea of quantitative data. This is numerical evidence/data As described a couple of weeks ago, data on its own runs the risk of giving a false picture as to what is going on for the learning of the students - it often lacks context.
So with that in mind, let's have a look at some of the avenues of quantitative data/evidence for teacher inquiries.
Deepen Teacher Inquiry Part 7
So last week we got to evidence - what is evidence and how can it be used to identify what is going on.
In summary, we identified the following:
In the case of teacher inquiry, it is evidence of a hypothesis. In the design of teachers’ inquiries teachers identify an action that they believe will have elevated impacts on student learning. That's right, remember the whole purpose of teacher inquiry centred around elevating student learning.
Now the challenge lies in what evidence will be collected to gain visibility of the impact.
Deepen Teacher Inquiry Series - Part 6
Over the next two weeks, we take a look at HOW. We will begin to explore the kinds of evidence teachers can collect to illustrate the impacts of the inquiry teaching actions on students learning outcomes.
Before we delve into the world of types of evidence - I think it is important at this stage to have a look at the difference between data and evidence.
So let's have a look - to coin the phrase - evidence-based practice, and to take it into the education realm - reflective evidence-based practice - i.e. inquiry.
Deepen Teacher Inquiry Series - Part 5
“Not everything that counts can be counted and not everything that is counted truly counts”
I love this particular quote because it resonates with me about the drive for data that we - as teachers - seem to find themselves in. It encourages us to stop and think about what really counts.
I find this quote completely relevant to this week's focus point for our deepen teacher inquiry series.
Last week we discussed the idea of the WHAT -That's right - the what, finding WHAT Teaching actions to change to increase student outcomes are what inquiries are about. Another important aspect of designing a deep inquiry - that comes out of the wondering process is identifying WHO you are running your inquiry about - WHO is your sample?
Deepen Teacher Inquiry - Part 4
Over the last few weeks, I have explored and unpacked the wondering - focusing - scanning - aspects of a teacher inquiry. Often teachers will go through this aspect of their inquiry design - and then the process kind of grinds to a halt. How do you know what to do? - Where too from here? - WHAT should you change that may lead to elevated learning impacts for your students?
WHAT change are you going to make?
Deepen Teacher Inquiry Series - Part 3
As educators, we are all aware of the importance and value of reflection. We are encouraged as professionals to reflect, but I would argue that for various reasons reflection is not always done as well as it could be when it comes to the design of teacher inquiry.
“To get a different result, you have to do something different”
- Albert Einstein
This quote really resonated with me this week. When I speak to leaders, I hear them say that their staff are not connecting with what they are trying to achieve - simply because they are on autopilot - and leaders are frustrated by the lack of desire or ownership of their staff for elevating what is working or tweaking what is not - to increase impacts.