Why Teaching as Inquiry?
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.
How?
The conditions to improve teaching practice are:
- Curriculum relevant data
- data needs to be seen as tool to inform teaching and learning, not for labelling or grouping learner.
- Teachers need to be data literate and understand how to set an assessment task and then analyse what information it provides.
- Leadership need to also be data literate and able to have conversations with staff to unpack the data.
- Teachers need to respond to the assessment data and adjust classroom practices using relevant pedagogical content knowledge.
- Change management skills in teachers thinking and practice are required by leadership.
- Cycles of evidence based inquiry must be engaged by the school to build skills and knowledge required. Timperley, H. (2009, August). Using assessment data for improving teaching practice. Australian Council for Educational Research (ACER) Conference
Components to facilitate educator use of data in schools
- appropriate targeted professional development
- technological tools and infrastructure aligned with educational goals
- Collect the right data
- identifying and ensuring the use of appropriate data that will address educational questions and planning
- vision for data use that addresses a specific need
- data driven practises are supported with sufficient resources and time. Ellen, B., Mandinach, (2012). A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice. Educational Psychologist, 47,(2), 71-85.
The following are key aspects of effective inquiry:
- Establish your inquiry based on evidence.
- Involve your students in your inquiry.
- Keep in mind the ultimate outcome of improving student achievement.
- Make you sure you understand the issue fully before jumping to possible solutions.
- Think beyond the most obvious solutions. Seek assistance from colleagues, readings, resources, research, experts.
- Be aware of the assumptions and beliefs inherent in any plan you formulate, and check their validity.
- Remember, a different outcome for students will most likely demand a change in your practice.
- Keep the inquiry tight, focused and manageable.
- Have a planned timeframe and process for measuring impact.
