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e-LFA Inquiry's refection 1

 This is a reflection on Hamilton's Fraser High School and Sacred heart Girls Colleges Inquiry projects. Both underway and undertaken in very different ways with the same goal in mind, raising student achievement.


  • Chris Allen

    Hi Mike

    I really liked the summary of our work here at SHGC and I can see that there are some short comings in this initial process. The rationale for structuring in this format was to get something concrete going quickly and something very related to what is actually happening in the classrooms.

    The real learning for the whole school will come when we have the feedback sessions on the what and the why of the projects - that, hopefully, will generate the discussions about what we define by 'inquiry teaching'. Some of my reading around this topic - Graeme Aitken - talk about the need to simplify this concept and make it more accessible to staff. His idea of taking it down to three basic questions: 1. What do these students need to learn? ( and all the questions that do with that about what do they already know etc). 2. What are the most effective ways to teach them this? 3. how do I know that they have learned this? I have then simplified this even further - into Teach what matters; Teach using effective strategies explicitly; teach for success. Lester Flockton also talks about the fact the whole 'teaching as inquiry' concept that is in the NZC is NOT compulsory but ONE way of learning and teaching effectively - although there is ample research to support this concept, it is not the ONLY way.

    so, hopefully from here, the discussions generated by the learning projects will then allow more indepth examination of our underlying values and beliefs so that all staff are more self-aware of their own teaching philosophy, especially their beliefs about how students learn!!

  • Diane Mills

    I agree with you Chris, the real learning will come when you hear about and see what teachers have done and reflect on the process of inquiry teaching.  At that stage, it will be able to be fine-tuned to better meet the needs of students and staff.  I like the approach of simplifying the concept too.  By doing this it allows the focus to be on the actual learning rather than on following a process.

    It is great that the summary is up here on the VLN to allow for a bit of debate and thought about the process.

  • Tessa Gray

    I have particularly enjoyed reading the suggestions/bullet points for ways to undertake and present findings. These ideas can definitely provide guidance for others - outside the cluster too.

    Thank you for sharing.

    Tess Smile

e-LfA Cluster Hamilton

e-LfA Cluster Hamilton

Ict cluster of Sacred Heart Girls' College Hamilton and Hamiltons Fraser High School