5th Annual Conf. | Keynote - The importance of collaborative enquiry

Judy Halbert and Linda Kaser

www.noii.ca

DEVELOPING A

COLLABORATIVE,

INQUIRING PROFESSION

Focused On Equity & Quality

Outcomes

For ALL Learners

Perspectives, Context &

Intentions

Emily Carr – Dulwich Picture

Gallery

TEAM ENDEAVOUR

Personal and

Collective Bests

Context

One of the top performing

English speaking jurisdictions

based on PISA, PIRLS, and

outcomes for 25 year olds

http://www.conferenceboard.ca/hcp/detail

s/education.aspx

• BC ranks 6th in the world on reading and

science

• BC ranks #1 in Canada in reading and 2nd to

Quebec in Mathematics

• Only three countries score higher than BC in

problem solving.

Source: OECD 2012 Program for International

Student Assessment PISA

Values – led

Impact-focused

Evidence-informed

BC Networks of Inquiry and

Innovation

Vision - drivenEvidence -

informedInquiry - focusedTeam - networked

www.noii.ca

1. VISION

Heartfelt

Animated

Required

Difficult

EVERY learner crossing the

stage with dignity, purpose and

options

ALL learners leaving our schools MORE curiousthan when they arrive

ALL learners with an

understanding of and

respect for Aboriginal

perspectives

Susan Point

2. MINDSET

Fixed

Growth

Fixed or Growth

Avoids challenges

Gives up easily

Sees effort as a

waste of time

Ignores feedback

Feels threatened

by the success of

others

Embraces

challenges

Keeps going when

things get difficult

Sees effort as the

path to mastery

Learns from

feedback

Takes inspiration

from the success of

others

3. GRIT: Effort and

Perseverance

Angela Lee

Duckworth

The grittiest individuals place high value

on challenging goals, put low estimates on

the costs of working toward these goals

and hold expectations that these goals are

feasible. Crucially, they continue to

maintain high expected valuations for their

goals despite failures, setbacks, and other

kinds of adversity.

https://sites.sas.upenn.edu/duckworth

4. GROUNDED

Evidence Informed

1. Learning and learners at the

centre

2. Social nature of learning -

cooperative learning

3. Motivation and emotions

integral to learning

4. Recognizing individual

differences

5. Stretching all students

6. Assessment for learning

7. Building horizontal

connections

5. TEAMWORK

Schools 50%+ of BC schools

Teachers & Support Staff 3000+

District & School Leaders 600+

Network Leaders 100+

Students 100,000+

Graduate Students 400

Clear purpose and shared focus

Collaborative inquiry

Trusting relationships

Leadership

Coherence

Shared measures

PERSISTENCEStoll, Kaser & Halbert

Impact Study Spaces for shared

engagement and collaboration

Generative spaces for action and change

Spaces for deep, sustained learning

Catalytic affiliation

Catherine McGregor, 2013

6. DISCIPLINED FRAMEWORK

“As I grew in my understanding of

inquiry, unknowingly I was bringing

some of my colleagues along with me.

…We were no longer evaluating

methods as good or bad but instead

we were wondering, tweaking,

applying, revising, sharing and

wondering some more.”

“Now that I have

experienced the power of

inquiry in working with

my colleagues, I could

never go back to my old

ways.”

What happens when a project is

over and the focused literacy

support ends?

Two key findings

Timperley and Parr

http://literacyonline.tki.org.nz/

If teachers applied what they had

learned in systematic ways then

this appeared to be a sufficient

threshold to support outcomes for

new cohorts of students that were

similar to gains in student

achievement while participating in

the LPDP.

Whereas, when schools engaged

in an iterative inquiry, investing in

continued knowledge-building

and establishing coherence of

learning and teaching practices

across curriculum areas, they

continued improving on their

gains over time.

7. GENEROSITY

Wai-weh – Let’s just do it.

Four Key Cognitive Tools for

Your Consideration

Growth Mindset

Learning Principles

Formative Assessment

Spiral of Enquiry

You will have to

experiment and try

things out for

yourself and you

will not be sure of

what you are doing.

That’s all right – you

are feeling your way

into the thing. Emily Carr

Thank you

Judy Halbert jhalbert@telus.net

Linda Kaser lkaser@telus.net

www.noii.ca

Blog http://networksofinquiry.blogspot.ca