Re-Lensing Learning 6

Listening for understanding enables learning cultures by allowing participants to frame up dialogue around the learning.

Teachers began to feel energised as there started to contribute their ideas, knowing that their thoughts and ideas would become part of the future vision for the school.

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Tabitha Leonard
Deepen Teacher Inquiry Series - Part 26

"No matter how brilliant your mind or strategy, if you're playing a solo game, you'll always lose out to a team."
Reid Hoffman

This week we will explore the idea of analysing.  
The final phase of an inquiry is the evaluate phase. The phase in which teachers evaluate what they know about the impact of their inquiry on students learning. A place where they are collaborative, see trends and do the analysis.
To evaluate is to reflect and analyse. During the evaluate phase teachers are involved in analysing and reflecting.

Be collaborative | See Trends | Do Analysis

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Tabitha Leonard
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.

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Tabitha Leonard
Deepen Teacher Inquiry Series - Part 24

How often as teachers are we frantically measuring and assessing the learning outcome, that we forget to check or measure the learning process. Now I am not talking about formative vs summative assessment. Each of these is measuring learning outcomes. What I am talking about is information about the learning process. Information that comes out of interviews or surveys about student learning. It is the things students will say about their learning that gives teachers a deeper understanding of students learning needs.

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Tabitha Leonard
Deepen Teacher Inquiry Series - Part 22

“The important thing is not to stop questioning.”

-Albert Einstein

Designing a specific question for a teacher Inquiry allows teachers to sharpen their Inquiry sword. A specific inquiry question helps keep the Inquiry focused.

This week we will explore the idea of an inquiry question.  I am going to share a story of an inquiry journey one of the teachers I have had the privilege to work with went on to focus her inquiry question.

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Tabitha Leonard
Re-Lensing Learning 5

A language of learning to be used by all

Learning is occurring at all levels of an organisation or school - all that changes is who supports the learning at each level. When all members of a school are given the opportunity to contribute and clarify what the learning culture is in their school, teachers find it incredibly empowering and exciting.

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Tabitha Leonard
Deepen Teacher Inquiry Series - Part 21

"To be surprised, to wonder, is to begin to understand. ”
- Jose Ortega y Gasset


I know we started unpacking the WHAT of a teacher inquiry a couple of weeks ago. However, in the last week, I have unpacked the process I work through with teachers to a deeper level, so I am backing the bus up so I can share my new thoughts with you.

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Tabitha Leonard
Re-Lensing Learning 4

“Coherence - When large numbers of people have a deeply understood sense of what needs to be done—and see their part in achieving that purpose—coherence emerges, and powerful things happen.”

- Michael Fullan

 
Why Build Coherence?

An all too common problem in schools is the problem of fragmentation. Even when the goals are the right ones, they may not be experienced as connected ideas by the users. People see them as discrete demands with little or no connection to each other or their daily work; scrambling to implement too many directions and lacking a coherent sense of how they connect results in paralysis and frustration.

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Tabitha Leonard