p. 1

the road to milestone 4 teaching as inquiry

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p. 2

halfway into our contract it s time to look at how we can start moving each teacher forward from the point they are at now one way of doing this is by setting up a structure of individual teacher inquiries and where applicable grouping like needs for pd how we do that as principals and lead teachers?

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p. 3

effective pedagogy page 35 nz curriculum http englishonline.tki.org.nz/english-online/teaching-as-inquiry2

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p. 4

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p. 5

assessment page 40 nz curriculum

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p. 6

photos wikis reflection on blogs assessment data and collation voicethread video of student voice of teacher voice easispeaks and podcasts eportfolios

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p. 7

why blend elearning nick rate efellow ulearn08 eportfolios

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p. 8

why collect assessment using digital and web 2.0 tools?

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p. 9

using teaching as inquiry to guide an elearning action plan · http www.edtalks.org/video/using-teaching-inquiry-guide-elearning-action-plan

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p. 10

the process 1 decide on the focusing inquiry ­ what do my/our students need to learn · e.g schoolwide assessment data shows a need to raise writing ability 2 decide on the teaching inquiry ­ what have i seen at a course/researched that i am going to try e.g using a variety of web 2.0 tools to motivate students e.g scaffolding writing on ietherpad.com and getting students to help edit each other s work online publishing on a blog so that parents can comment and student has access to a world-wide audience 3 set time frames 4 reflect ­ the learning inquiry ­ what happened as a result what implications are there for future teaching and learning e.g use of teacher blogs for a log of new learning and reflective comments a way of feeding forward for other teachers why not use the vln 5 ensure that reflection and evidence collection is collected at regular intervals.

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p. 11

how another cluster did it http rellco.wikispaces.com/action+inquiry

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p. 12

where to start wonderings 1 find out more about the process ­ see our wiki page for links to professional readings videos 2 do we need more input ­ trips to other schools look at what rellco schools our contributing schools have done in their cluster 3 will teachers choose their own inquiries do they need guidance 4 will they be linked into the school appraisal process 5 would it help to contract a facilitator to manage this process?

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p. 13

the final word ­ helen timperley · professional learning that makes a difference to students

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