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Judy Halbert Linda Kaser Helen Timperley March 11 2015
Intentions
Understanding why and how
engaging in the spiral of inquiry
will lead to improved outcomes.
Intentions
Role of Leadership Team
To create the environment
for teachers to be curious.
Curiosity is important because……..
Give and Go Give and Go
Commitment
and Agency
Getting It Done
Heartfelt
Animated
Required
Difficult
EVERY learner crossing the stage
with dignity, purpose and options
ALL learners leaving our schools
MORE curious
than when they arrive
ALL learners with an
understanding of and respect
for Aboriginal perspectives
Susan Point
CR4YR
CHANGING RESULTS FOR
YOUNG READERS
Every young learner reading with skill and pleasure
by the end of primary.
Your Heartfelt Goal
What do you want to accomplish for your
young learners through Early Action For
Success?
Why Inquiry?
Why Now?
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, new
cohorts of students made gains 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.
Professional Development Project in
Literacy
Over 300 primary schools in New Zealand
Writing: Average gains 2.5 to 3.2 expected rate over two years
Lowest 20% 5-6 times expected rate
Reading: Average gains 1.5 to 1.9 expected rate over two years
Lowest 20% 3 times expected rate.
Sustained over the three year monitoring period
One of the top performing
multi-lingual,
multi-cultural systems in the world
http://www.conferenceboard.ca/hcp/provincial/education.aspx
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
Scanning
What’s going on for our learners?
Focusing
Where are we going to put our attention?
Developing a Hunch
What’s leading to this situation?
How are WE contributing to it?
New Learning
How and where will we learn more about
what to do?
Taking Action
What will we do differently?
Checking
How will we check that we are making
enough of a difference?
What’s the Difference?
Traditional In-school Professional Development
NAPLAN data show problems with reading comprehension – leaders tell teachers about it.
Leaders organise for teachers to work with a reading specialist on a package in reading comprehension
Specialist works with teachers to implement the package using workshops and lesson activities
Teachers meet in PLCs with specialist to discuss challenges in implementation
After a year, teachers indicate they understand it and are using it in their programs
Onto the next priority
Inquiry Approach
See handout “How is this different from traditional PD”
WHAT IF LEARNING ENVIRONMENTS
were designed around the needs of
the learners?
Centre for Educational Research and Innovation
How can the learning sciences
inform the design of 21st century
learning environments?
Innovative Learning Environments Project
The Nature of Learning Using Research to Inspire Practice
Edited by
Hanna Dumont, David Istance and Francisco Benavides
Practitioner Guide
from the
Seven Transversal
Principles
1. Learners and Learning At The Centre
2. Social Nature of Learning
3. Emotions are Central to Learning
4. Recognizing Individual
Differences and Prior Knowledge
5. Stretching All Students
Demands hard work and effort –
without excessive overload
6. Assessment for Learning
7. Building Horizontal Connectedness
https://deltalearns.ca/toolkit/
key-principles-of-learning/
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
Scanning for evidence of learning
principles
What evidence would you look for that this
principle is part of the learning experience for
every learner?
What would you see?
What would you hear?
What would learners be able to do?
Four Key Scanning / Checking
Questions
1. Where are you going with your learning?
2. How is it going?
3. Where to next?
and
1. Can you name two adults in this school who
believe you will be a success in life?
Judy Halbert [email protected]
Twitter @jlhalbert
Linda Kaser [email protected]
www.noii.ca
Blog http://networksofinquiry.blogspot.ca
