re-lensing learning 3
Deepen Teacher Inquiry Series - Part 19
You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete. -R. Buckminster Fuller
There are too many learning cultures in our school There is a lack of coherence
Your school has a clear culture around learning. However, it was developed quite a while ago and lots of things have been added to it willy-nilly.
Re-Lensing Learning 2
"Disobedient teaching is what happens when you close the door on your classroom or office and try unconventional things because your professional compass tells you that it is right.”
- Welby Ings
The name of the game is - Deepen Teacher Inquiry.
The outcome of the game is - empowered teacher learning - which all going well will lead to improved impacts on student learning.
After all - as an education institute - we are all in the learning business. Learning for teachers and learning for students.
Deepen Teacher Inquiry Series - Part 18
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
It starts with establishing coherence and clarity - developed through common experiences, involving contribution by all members of a department through purposeful interaction.
Deepen Teacher Inquiry - Part 17
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”
INQUIRY - The most powerful learning tool…...For your teachers!
Perhaps the most powerful tool for learning as a teacher is teacher inquiry. Unfortunately, in many schools', the word "inquiry" generates many negative feelings and implications for teachers.
Empower Sustainable Learning Cultures
"Shake the inquiry tree, and out will fall your teacher registration evidence"
Over the last few months, we have been exploring the process of teacher inquiry and unpacking ways in which the process can be deepened. For those of you who have been following the story as it unravels - you will have picked up on my passion and firm belief that inquiry - when done well - is the vehicle in which teachers can experience true professional growth.
Introducing Re-Lensing Learning: EMPOWER SUSTAINABLE LEARNING CULTURES
The way I see it, the learning culture of a school is like a painting. An intricate portrait of many layers - weaving together to create an elaborately detailed picture of learning. Only when there has been time committed to the building and forming of a learning culture picture can it be the best it can be.
Deepen Teacher Inquiry Series - Part 15
This week I am really excited to introduce a new lens to the Professional support I give to schools. It comes out of some pieces of work I am doing with a number of schools and is a culmination of design and feedback from colleagues.
Deepen Teacher Inquiry Series - Part 14
Over that last few weeks, we have been exploring the analysis phase of an inquiry. Depending on the model you use this can be called - checking, action phase or learning inquiry. Have you ever considered how your assumptions, attitudes and internal dialogue affect the way you look at your inquiry evidence? This week I would like to highlight some possible things that are affecting the way we process and reflect on your inquiry evidence.
Deepen Teacher Inquiry Series - Part 13
Over that last few weeks, we have been exploring the analysis phase of an inquiry. Depending on the model you use this can be called - checking, action phase or learning inquiry.
Last week I mentioned,
“Evidence analysis - while daunting at times - can reveal some incredibly unexpected trends. Especially when you collect qualitative evidence in the form of an interview or student's voice.”
This week I would like to continue with the theme of qualitative evidence analysis.
Usually, the qualitative evidence is analysed by looking for themes. One way to identify themes quickly is to use a wordle.
Evidence analysis - while daunting at times - can reveal some incredibly unexpected trends. Especially when you collect qualitative evidence in the form of an interview or student's voice.
Last week while looking into qualitative data, the suggestion was made that inquiry evidence needs some kind of attention and “playful activity” to group and regroup the data in different ways and different configurations to gain new insights.