Inquiry Questions 2015

Inquiry Questions for own teaching and learning in 2015

Below is the inquiry I undertook as part of my planning and development during 2015. A format was provided by Staff in collaboration with Team Solutions of Auckland University. 

Scanning:

What does the data say?  Who are our target learners? What do we know about them contextually, socially etc? 

What are our learners saying? What can they do?  How do we know?

Observation data and samples of student work shows that there is more emphasis needed in linking what we are doing to our assessments and how to recognise that we have done the work and we now need to order our work to show the learning steps that have taken place.

Some are more able than others in doing this. Others need support.

Limited data in this field. However learners have L1 NCEA and others have come from Year 10. Socially diverse group. Hands on to not so hands on. Teacher observations and discussions with other teachers.

Learners are happy to be in an outside learning environment. Others prefer this to another subject on offer, which can dilute the motivation in a way.  The learners selected this course and all have some issues with written work and being inside all day.  Socially diverse as they are sporty and not sporty. They are outdoors students and  not outdoors students. A couple have major issues with written work output and completion.

They can all do everything that is asked to varying degrees. Written response remain the most difficult to complete first time as we have had to reword and relook at what we have done and how to write in an appropriate manner to what is required under the NCEA criteria for each unit of work.

Focusing:

What does “achievement” at this level look like? 

What aspect of their learning should the change in my teaching focus on?  How will we know they are on track?

I need the literacy focus to include the scientific process of an investigation and concepts around sustainability.

Aim, Hypothesis, Method, Materials, Data Collection, Results and Conclusions. Then relate it to what we are actually doing in the field.  Conservation, restoration etc…

When they can respond confidently about what we are doing and why we will achieve the first step, (verbally). The next step is putting that into a format that can meet the standards we are using to support what we are doing, (written).

A backwards approach where we are performing environmental tasks and learning then looking at which standards can meet that learning rather than finding standards and doing things for that standard.

Checking:

How will we ensure quality teaching practice as a result of our inquiry?

How will I monitor the progress of the target learners?

What is happening?  How do we know?

More observations to compare change in engagement and learning of sustainability concepts.

Collect student voice on their understanding of sustainability.

Need samples of student work and student voice.

Assessments and discussion with students and broader conversations should determine depth imparting of knowledge.

Developing a hunch:

What are our hunches about what has happened for our learners?

How can we check our assumptions?

How is my programme/lesson planning and delivery contributing both positively and negatively to my learners’ progress?

My current practice is leading to change in student engagement and achievement around sustainability and NCEA.

I have focussed on the hands on tasks and drip fed information and vocab around what we are doing and why. More knowledge and concepts need to be shared and absorbed.

Discussions with students show they all enjoy what we do. These also show that there are still varying levels of understanding.

Taking action:

So what action (strategies or practices) will be taken (SMART goal)?  What will we focus on in our cycle of inquiry?

What do we know about the environment, introduced species, native and endemic, conservation, environmental issues and how do

we feel about them. Actions we can take to improve biodiversity, protection of species and overall environmentally sustainable management.

Perform conservation practices and improve knowledge around the environment to assist with further learning and practice of pest control

Flora and fauna species identification and restoration or eradication.

Develop a word/concept bank for students to learn and normalise.

I will collect evidence from the students; focus on the impact of all strategies.  I’ll report back on the number of opportunities provided and how effective they were in learning and development.

Co-construct a school wide approach to improving sustainability actions and learning.

New learning:

What theory or research informs our learning as teachers?

Theory that a good portion of Maori and Pacific are hands on learners.

Theory of kaitiakitanga and environmental sustainability.

1. Outcomes are around sustainability, what it is, what it looks like and how we can contribute to a sustainable environment.

2. Linking to NCEA credits in Science and Education for sustainability for the programme.

3. Developing a verbal and visual response through recording students in action and discussing what they are doing as opposed to writing about it.