Inquiring into your teaching practice enables the identification of successful approaches to improving learning outcomes for all students. It provides an opportunity to focus on identifying successful approaches for improving learning outcomes for all learners, in particular those that may be target students in your classroom.
"Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students."
Ministry of Education, 2007, p. 35
Inquiry as a disposition
Sharon Friesen talks about inquiry being a disposition cultivated during teaching and learning, rather than a process that "gets done" by students in this In this EDtalks video.
Teacher inquiry should be based on your students' learning needs, your own learning needs, and the impact of your practice on student learning and achievement.
When you participate effectively in a cycle of reflection and review, your learning will be linked to evidence of impact. The New Zealand Curriculum (pages 34–35) and Te Marautanga o Aotearoa (pages 13–16) describe some of the teaching approaches that research shows to have a consistently positive impact on student learning.
Teaching as inquiry
The Teaching as Inquiry cycle is an organising framework to help teachers learn from their practice and build greater knowledge.
Spiral of inquiry
Timperly, Kaser and Halbert (2014) focus on a rethink of the cycle of inquiry (2007) to the spiral of inquiry. An important difference in this new approach is involving learners, their families, and communities in inquiries.
A framework through which teachers can assess and evaluate the technology used in the classroom.
Teaching as Inquiry: VLN
This online discussion group provides extensive information, templates, resources, and examples to help you develop your inquiry, gather evidence, and reflect on your inquiry.
Registered Teacher Criteria and e-learning
Guiding questions, examples, and resources to support your e-learning inquiry under each criteria.
Using technologies offers new ways of learning, teaching, and engaging with students and whānau that can be used to improve learning outcomes for all students.
Your inquiry should intentionally pair technology with an inclusive pedagogy and a collaborative way of working to yield a rich field of data/observations for reflection.
|Focusing inquiry||Inquiry strategies||Inquiry tools (digital technologies)|
|My learners are reluctant writers who tell me they have nothing to write about (ideas/words).||
Once you have decided on your inquiry question, identify which digital tool you are investigating to support student learning.
If I use [insert relevant digital tool] with [insert class level, subject, topic/focus], to what extent does it help students learn?
Anna Swann, from Holy Cross School, explains her teacher inquiry into using Google docs to enhance achievement and engagement in writing with boys. She found the barriers to the writing were removed and the boys' attitudes changed.
Classroom-based examples describing how educators intentionally pair digital technologies with inclusive pedagogy to improve learning outcomes for students.
With a vision for improving literacy learning outcomes, Houghton Valley School trialed Hapara Teacher Dashboard and Google Apps with their senior classes over 12 months.
Fendalton Open Air School teachers collected and analysed a range of data to enhance their writing programme and engage learners.
Year one students at Lyttleton School share their learning through digital stories, which provide students, teachers, parents, and whānau with a common language to discuss relating to others and managing self.
Year 8 teachers at Breens Intermediate, carried out a collaborative inquiry focused on increasing student agency to raise student achievement in literacy, supported by the use of digital technologies.
South New Brighton School teacher, Kurt Soares developed a collaborative modern learning and teaching space with his year 3-4 students.
Suzanne Baldwin and Lizzy Harrison, Burnside High School, addressed the needs of 13 target learners by making learner agency a core focus for their inquiry.
Porirua East schools: Cannons Creek, Windley, and Holy Family conducted an inquiry to understand and enhance impacts on learning among target students in 2015 and 2016.
The year 7 and 8 teaching team at Marshland School establish a makerspace to increase engagement and enable successful learning for priority learners.
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School stories demonstrating how teachers plan and inquire into their practice, intentionally pair digital technologies with inclusive pedagogy to improve learning outcomes for students.
Chris Allen and Mike Wilson Sacred Heart Girls' College share why they chose to use a teacher inquiry model as a focus for professional learning and why that approach has been so successful.
Mike Wilson at Sacred Heart Girls’ College, describes the benefits teachers found in using Google docs and Google forms to provide quick feedback to students as they prepare for NCEA assessments.
Teresa Cargo, Deputy Principal Sacred Heart Girls College, shares her teacher inquiry into using video with her year 13 students.
Anna Swann, from Holy Cross School, explains her teacher inquiry into using Google docs to improve boys writing.
Deputy Principal, Vicki Trainor explains why teacher inquiry was used as a method of professional development at Holy Cross School following the development of their e-learning strategic plan.
Junior school teacher, Denise Stanisich talks about her teacher inquiry focusing on raising student achievement in fluency and phrasing
Vimi Chandra explains her teacher inquiry aimed at raising the writing levels of targeted students.
LwDT facilitator, Anna Harrison discusses the value of the teaching and inquiry model as a basis for PLD for e-learning.
Facilitators and teachers discuss teaching as inquiry through a blended e-learning lens.
Teachers discuss tailored professional learning to enhance literacy e-learning needs using a blended model.
Yvonne Nikora, Deputy principal at Waerenga o Kuri School, talks about impact the Māori achieving success as Māori (MASAM) framework has had on her teaching.
Teacher Julie Hinman, talks about how the introduction of iPads into her classroom renewed enthusiasm for one of her students in reading.
Konini School teacher, Vicki Pimenta shares her approach to using the literacy progressions and raising student achievement in reading.
e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies.
Houghton Valley School, teacher and e-learning leader, Peter Holmstead inquired into using Google apps to improve learning outcomes.
Tammy Gardiner and Marama Reweti-Martin explain pakirehua (teaching as inquiry) from a Māori perspective.
Tammy Gardiner and Marama Reweti-Martin connect the wider concept of inquiry within Māori culture with teaching as inquiry (pakirehua).
Tammy Gardiner shares an example of how she connects inquiry with her tīpuna.
Titahi Bay School teacher, Parani Temoana demonstrates Story Hui in action as she reflects on her inquiry into selecting and using Apps to support learning in maths.
Liz Stevenson, from CORE Education, explains the Story Hui process. Teachers, Parani Temoana and Tania Chapman, from Titahi Bay School reflect on the benefits of this process.
Pakuranga College principal, Michael Williams describes their intensive PLD programme.
Principal, Michael Malins shares how they use their SMS to document teacher inquiries.
e-Learning lead teacher, John O'Regan explains their professional development focus on using e-learning tools to support learning.
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This paper by Timperly, Kaser, and Halbert focuses on a rethink of the cycle of inquiry (2007) to the spiral of inquiry.
Researchers, Judy Halbert and Linda Kaser provide a concise, practical introduction to using the Spirals of Inquiry, an evidence-based model of collaborative inquiry.
This section of the site provides guiding questions, examples, and resources to support your inquiry under each criteria.
An inquiry approach to developing effective professional learning supported by video stories, discussion questions, and resources.
These learning materials illustrate how teachers have used an inquiry approach to teaching to become more culturally responsive and to improve outcomes for their Māori and Pasifika students.
This resource promotes the leadership of collaborative, evidence-informed inquiry in ways that keep learners’ progress at the centre. It provides field-tested tools and ideas to support leaders and teachers to apply spirals of inquiry, learning and action with their learners.
This group in the VLN is a space for teachers to ask questions and share ideas, resources, and links.
Join these groups to participate in discussions with other teachers/educators about the content here, or that is relevant for you.
e-Learning: Professional Learning
e-Learning: Beyond the classroom
Using the e-Learning Planning Frameworks
Connected Learning Advisory in the VLN
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