Contact details:

Jen Bates

batesj@rangitoto.school.nzTwitter

(@jbatessd)bit.ly/HPyYQF

James Heneghanheneghanj@rangitoto.school.nz

Twitter (@jheneghan)

Rangitoto College

PD coordinators

Teaching as Inquiry is a process that examines the

impact of teaching practice on student learning and

considers strategies for improving student

outcomes.

Teaching as inquiry

Aitken and Sinnema: Effective Pedagogy in Social Sciences, 2008.

Jadrich and Bruxvoort: Learning and Teaching Scientific Inquiry, 2011.

Research findings:

• Student learning is strongly influenced by how teachers teach.

• Teaching is complex and to be effective PD cannot be just an add-

on.

• Teachers learn best through combined practice and discussion.

• PD is more relevant when practiced in the context in which teachers

teach.

• Teachers need multiple opportunities to learn new skills.

• Collegial interaction focused on student learning helps teachers

integrate new learning.

Teaching As Inquiry

Learning

inquiry

What happened as a

result of the teaching and

what are the implications?

Focusing

inquiry What is important (and

therefore worth spending

time on), given where my

students are at?

Teaching and

learning

Teaching

inquiry

What strategies are most

likely to help my students

learn this?

What are we

trying to

achieve?

What will we

do?

How do we

know?

Where do we

go?

How did it go?

Professional development

PD strategies that work

Rubrics linked to appraisal

Professional learning circles

One-on-one coaching

Student and staff voice

Putting PD in a classroom context

PD strategies that DON’T work

Passive PowerPoints

Experts and idiots

Lack of accountability

Large groups

No links to classroom practice

No links to research

Trying to fit too much in

Benefits to learners with access to ICT in the classroom

include:

What are the benefits?

Supporting motivation and engagement through learners being able to

connect in groups and express creativity.

Allowing learners to learn independently and personalise their

learning. They can readily access support when needed and reflect more

easily.

Learners develop critical thinking skills and deeper understandings

through collaborating with others.

ICT tools make information and knowledge quickly and flexibly

accessible. Learners can navigate information in a way that suits them.

Collaboration extends to wider contexts with the integration of ICT tools.

This has a positive impact on social, cognitive and affective domains.

Adapted: Noeline Wright, E-Learning and New Zealand Schools: A Literature Review. Ministry of Education

2010.

Please see accompanying notes for further information on research

Shared norms

values and beliefs

about learning and

the way we behave

around here…

SUPPORT CHALLENGE

What does a positive and

challenging learning environment

mean for the adults in this school?

From Cheryl Doig - thinkbeyond.co.nz

Research on attitudinal change has long found that most of

us change our behaviors somewhat before we get insights

into new beliefs.

The implication for approaching new change is clear. Do

not load up on vision, evidence, and sense of urgency.

Rather, give people new experiences in relatively non-

threatening circumstances, and build on it, especially

through interaction with trusted peers.

Behaviours before beliefs

From Motion Leadership Michael Fullan

From Cheryl Doig - thinkbeyond.co.nz

Achieving the Tipping Point

Rogers, E.M. (1983). Diffusion of innovations. NY: The Free Press. p262

3

Yes, but what about the less confident ones…

From Cheryl Doig - thinkbeyond.co.nz

Based on the Dreyfus

Model

Basis

for

Actio

n

Novice

Small

routines

expected

Beginner Proficient Competent Expert

Rule

driven

Conte

xtu

al

One idea in

context added

to routine

Make

connections

Reward

intuition &

integration

Allow

freedom to

explore

Reinforcing focus

on the learner and

not needing to

‘know’ all

themselves

3

From Cheryl Doig - thinkbeyond.co.nz

Productivity

How can we spend one hour of

concentrated professional learning that

models great practice, and is of

immediate use in our classrooms?

From Cheryl Doig - thinkbeyond.co.nz

What went well?

What impact did it have?

How do you think more of that?

What went well?

What impact did it have?

How do you think you

could do more of that?

From Cheryl Doig - thinkbeyond.co.nz