Inquiry Update - End of Term 2

It is the end of Term 2 so it is time to assess where my inquiry is in relation to the Manaiakalani Inquiry Structure.
I have been linking the blog posts that I have done against each element of the structure to see where I am across the big picture. I have been doing this as I have been going along onto a Google Doc so it has been always up to date.

	Inquiry Item	Explanation	Evidence
Learn Focusing Inquiry - “What is important (and therefore worth spending time on) given where my students are at?”	Gather evidence	Student achievement data eg. standardised tests, OTJs, internals and externals Anecdotal evidence eg. observations, formative assessment tasks, student voice,  parent voice, previous teachers, surveys,  learning walks and reciprocal visits	Student Input into planning Post 1   Post 2 NCEA Results Analysis for 2016 2016 inquiry focus for Year 12 students (change committee) Student voice about how they like their lesson instructions Planning to include Kia Eke Panuku Know your learners Nothing is ever all good news.... Talking Self Assessment Updates to Year 11 Priority Students Student feedback on making own resources What happens when students choose their own projects?
	Scan	Wider perspective on learning not just aspects that are easily measured eg considering perspectives of our young people and their whānau. How engaged are they with learning? Can they describe what they are learning and why it is important?  (AfL) Links to Key Competencies	Nothing is ever all good news.... Talking Self Assessment Student feedback on making own resources Making rewindable resources with the students
	Identify Trends	Looking at all the evidence, thinking hard about its “shape”. Noticing where there are cohort trends that extend out beyond the class, to the team or department, maybe even for this school across schools in the CoL Clearly identifying the common learning challenges or problems. Looking for and identifying strategies that are known to have the greatest impact on on this/these challenges	Student voice from the first Year 12 standard - how is it going Standard breakdown for the first Year 12 project Personal Goal setting sheet for 2017 2016 inquiry focus for Year 12 students (change committee) Woolf Fisher Research Feedback Talking Self Assessment CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry Updates to Year 11 Priority Students
	Hypothesise	Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. These theories for improvement should connect with the inquiries related to the Achievement Challenge of the Department/Team, the School and the CoL.	My inquiry outline CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry
	Research	“This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts.”	Using learning from past inquiries Reading - Analysis of asynchronous online discussion using the SOLO Taxonomy Woolf Fisher Research Feedback Teacher only day - 27th March 2017 Reading - First Steps with SOLO Taxonomy Talking Self Assessment CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry Dr Graeme Aitken presentation
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Using learning from past inquiries Inquiry posts on my blog Is there enough instructions and support Nothing is ever all good news.... CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry
Create Teaching Inquiry - “What strategies (evidence-based) are most likely to help my students learn?”	Make a plan	What can I already do and  what do I need help with? Who are the learners? Group/class What are the goals for my practice and student achievement? Set up processes for capturing evidence about whether the strategies are working for my students.	Personal Goal setting sheet for 2017 Organising NCEA classes for the year Credit totals and Termly Standard Protocol Reading - First Steps with SOLO Taxonomy CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry Updates to Year 11 Priority Students Using SOLO to structure Final Evaluation Questions
	Try new things	It is a constant state of action, monitoring, reflection, and adjustment - and then more action. Failure may occur. Feedback from learners - how will I engage them with new learning? Do they know we’re trying something new?	Student voice from the first Year 12 standard - how is it going Student voice about how they like their lesson instructions Visible Teaching and Learning - Using Calendars CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry Making rewindable resources with the students What did I learn from my Year 12 class? What happens when students choose their own projects? Design Development Analysis
	Innovate	Are we capitalising on the affordances of the technology to support the Five Affordances of Learn Create Share (Engagement, Teaching Conversations, Visibility, Cognitive Challenge, Scaffolding) identified by the WFRC	Blog posts about using SOLO Taxonomy Google Plus Communities Year 10  Level 1  Level 2  Level 3 Class OnAir Posts Using SOLO to structure Final Evaluation Questions Design Development Analysis
	Implement	Just do it!	Updates to Year 11 Priority Students
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Main Blog - links to topics across the top Is there enough instructions and support What did I learn from my Year 12 class?
Share Learning Inquiry - “What has happened as a result of the changes in teaching, and what are the implications for future teaching? ...We need people to provide us with different perspectives and to share their ideas, knowledge, and experiences.”	Publish	What happened as a result of the changes? Share evidence (artefacts of student learning, DLOs) and effective strategies.	Main Blog - links to topics across the top Google Plus Communities Year 10  Level 1  Level 2  Level 3 Making rewindable resources with the students Planning for Learn, Create, Share
	Co-teach	What if my plans didn’t work? Are there different approaches?Who can help me? Peer observations, video analysis of my practice.	Class OnAir Posts
	Model / Guide	How can my findings and experiences support my peers? How is this shared?	Main Blog - links to topics across the top Staff presentation about blogging Toolkit - Blogging for Teacher Inquiry Presentation at Manaiakalani open Day Ed Tech Auckland - Presentation on Higher Order Thinking Skills Toolkit - Higher order thinking using SOLO Taxonomy and Google Drawings Planning for Learn, Create, Share Teaching as Inquiry - A short Introduction
	Feedback / Feedforward	What are my next steps? How will I sustain effective practice? Learner feedback? New goals?	CoL Meeting Term 2 - Focusing Inquiry and Teaching Inquiry What did I learn from my Year 12 class?
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Main Blog - links to topics across the top