Wednesday, August 26, 2015
A detailed way to record your inquiry
Diana Grace-Morris - A detailed way to record an inquiry
Using a mentor and expert help Becc Sweeny
Using Twitter - for communication/support/sharing
Wednesday, August 12, 2015
Spirals of Inquiry Workshop - Magic Wands, New Learning and a shared vision
Using Curation Tools to collect your "New Learning"
Collecting up the resources your have been gathering for your inquiry- journal articles, videos, photos, blogs, research papers etc is a problem we all have. Currently I have a Google Doc with links to other docs, book titles, random wonderings, quotes etc. Because I am working with two other people this doc is also collaborative
Using Blogs to record my inquiry/reflections and professional Learning
I have decided to record my inquiry, reflections and professional learning on this blog. Blogs are a great way to to collect evidence of your inquiry and your professional practice.
You can add images,links and video as well as voice recordings.
You can write a post, save as a draft and then add more to it as you add evidence. Posts can be tagged to the RTCs/PTCs and also the topics of those posts.
Here are some great examples of blogs, two from Alana Taylor, Springston

Class Blog Note the number of page views
Teaching Blog - reflecting on her practice
Bridget Compton-Moen - Bridget is one of my favourite people! Her blog posts are about her teaching journey and her passion for teaching, reading, techie stuff and more.
Tamara Bell is a DP at Cobham Intermediate. She is documenting her journey as she combines her new job with University study. She also has connected her blog posts to the RTCs
Here is the link to her blog
Stephanie Thompson is a NZ teacher currently reaching in Singapore. A prolific blogger, tweeter and self-confessed techie she has blogged about her teacher training and now her teaching journey.
She has also linked blog posts to the RTCs as she gathered evidence for her teaching registration.
Here is a LINK to that page
Here is a blog post where a teacher has blogged about a specific Maths strategy
Monday, August 3, 2015
Teaching as Inquiry - An introduction
Why Teaching as Inquiry?
"How's your inquiry going?" "We need to talk about inquiry at the next department meeting..."
Those phrases used to make me break out into a sweat and I am sure I am probably not alone.
I have decided to collate/curate my resources into one place. Currently I am not teaching but I am "doing an inquiry". And for the first time I am excited about it! Because I finally "get IT!
I have also accessed a fantastic resource on the VLN (virtual learning network) put together by a colleague, Mark Maddren of CORE Education and will link his resources here where relevant.
Why?
"How's your inquiry going?" "We need to talk about inquiry at the next department meeting..."
Those phrases used to make me break out into a sweat and I am sure I am probably not alone.
I have decided to collate/curate my resources into one place. Currently I am not teaching but I am "doing an inquiry". And for the first time I am excited about it! Because I finally "get IT!
I have also accessed a fantastic resource on the VLN (virtual learning network) put together by a colleague, Mark Maddren of CORE Education and will link his resources here where relevant.
Why?
Effective pedagogy requires that teachers inquire into the impact of their teaching on their students NZC p35.
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.
The Teacher inquiry process and knowledge building cycle is a fundamental aspect of a schools process to build the relevant professional knowledge, skills and dispositions. Timperley, H. (2009, August). Using assessment data for improving teaching practice. Australian Council for Educational Research (ACER) Conference
Research done in New Zealand found sustainable PLD success was possible because the schools had embedded a process of inquiry—using student achievement data to adjust teaching practice for maximum effectiveness. The process was fully embedded so that it had become “taken for granted” and a part of the schools’ core business.http://www.nzcer.org.nz/nzcerpress/set/articles/sustaining-improvements-student-achievement-myth-or-reality
Internationally Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. Ellen, B., Mandinach, (2012). A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice. Educational Psychologist, 47,(2), 71-85.
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