Deepen Teacher Inquiry Series - Part 5

Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow
— William Pollard

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?
 
That's right - the WHAT, finding WHAT Teaching actions to change to increase student outcomes are what inquiries are about.
In the design of their inquiry, teachers will identify a teaching action they are going to try. A teaching action is a thing they are going to change in their practice. The intent is that this action will improve student learning outcomes. This teaching action is informed by the wondering - focusing - scanning -  aspect of the inquiry that they have engaged with.
Once teachers have ideated the focus for their inquiry, they then go through a process of identifying something they are going to change. This teaching action can be child, content, or context-based and can be informed through collaborative dialogue, research or professional learning.

A good place to start is the literature. However, when working with teachers, I find there is a wealth of knowledge in the room, and the opportunity to collaborate with other teachers about what has come up during the wondering - focusing - scanning - will give teachers an idea as to what they are going to do as the central part of their inquiry. In other cases, there is professional learning that can be applied in the form of a teaching action. Top tips from Professional Development days - that resonates with you as a teacher - can form great WHAT parts of the teacher inquiry.

So WHAT teaching action change will you make?

When you plan an inquiry, you identify WHAT change you are going to make to your practice. This change is in response to the needs of the students who are in your class - here and now. It is responsive to the learning needs of your students. In the design of your inquiry, you will be enabled to measure the impact of this change.

WHAT are your going to change in your practice to - hopefully - have an elevated impact on the learners or needs you have identified in the wondering - focusing - scanning part of your inquiry design journey?

 
 

UPCOMING EVENTS

Educators - if you want to experience this level of depth of thinking into your students learning, then join me in Auckland - 27th April and 9 July 2018.

Tabitha Leonard