Creating a Question

What?
Today during our staff meeting we had to develop of 'Teaching as Inquiry' question we will look at for the remainder of the year.



So what?
It is pretty important to look at something you think will make a difference. We had to go to the meeting with an idea of what we wanted our question to be and we were then teamed up with the same partner we had last week. It was their job to ask 'so what', but also throw out some challenges for you to make sure you were looking at it the right way. As you can see I changed the wording of my question a few times with the help of my partner. This was beneficial to me as I started to think how I could collect data, what I could potentially change, and if I already thought it would make a difference. The whole idea is to make a 'change' to the way you teach that will hopefully have a positive impact on student learning. I am not sure if I have the totally correct question but am pretty confident I am on the right track.

Now what?
Now that I have a pretty good idea of what my question will be I will need to look at what I will need to do. How am I going to change things in class and make sure the students benefit from these changes. I will also need to find some research or readings that might assist with my thoughts and practice. One final thing I hope to do is track down a teacher (or two) who might do this, or something similar, and get to their class and see it in action but also to have a discussion with them to get some ideas. While doing all this I believe I might change my question a bit to make sure it is exactly what I want.


I think this shows evidence against:

Criteria PTC1

Establish and maintain effective professional relationships focused on the learning and well-being of ākonga.

Key Indicators:

Engage in ethical, respectful, positive and collaborative professional relationships with:
• ākonga
• teaching colleagues, support staff and other professionals
• whānau and other carers of ākonga
• agencies, groups and individuals in the community

Criteria PTC2

Demonstrate commitment to promoting the well-being of all ākonga

Key Indicators:

i. Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements

Criteria PTC4

Demonstrate commitment to ongoing professional learning and development of personal professional practice

Key Indicators:

i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance personal professional knowledge and skills