TIG - 2012

Ensuring Vertical Articulation in the Science Curriculum

Teacher Inquiry Groups

Why?

Teacher Inquiry A grounding in the actual work that students and

teachers carry out in classrooms and schools A recognition that all participants in the group bring

expertise, as well as unique experiences and perspectives

A focus that is relevant and of deep significance to the whole group

A commitment that group members make both to their own learning and to the learning of the group as a whole

Scope for individual inquiry within common or shared points of reference

Allen and Blythe, 2004

Teacher Inquiry Promoting ongoing teacher inquiry can be seen as integral to

the development of a culture of learning across the school

1. Identify the learning and teaching challenges facing the school.

2. Plan a coherent across-years program to address these challenges.

3. Choose short-term projects that directly enhance learning and teaching and contribute to the achievement of program goals.

4. Have staff work in professional action-learning teams with a project focus.

Dr Neville Johnson, 2003

InquiryPersonal Learning Organizational Learning

Define focus on an aspect of practice

Explore to improve understanding

Reflect on learning and implications for future practice

Constructing new practice

Teacher-driven change management

Knowledge building and sharing

Culture of inquiry and learning

Collaboration and capacity building

Owens, 2012

Think Puzzle Explore

Quick Brainstorm

1.What do you think you know about our inquiry?

2.What questions or puzzles do you have?

3.How can you explore this inquiry, both today and in the weeks ahead?

Core Elements

Structures and systems

Provocation and planning

Independent work

Collaboration Conference

Core element

s

Provocation and

planningTeaching,

shared understandings, common approaches,

input, reading,

discussion, sharing, inquiry

development

Independent work - implementation, classroom

trials, reading, research, resource development,

surveys, personal reflection

Collaboration – sharing of samples of

student and teacher work, team analysis, public

reflection, semi-structured discussion

Conference –

collaborative presentation of findings,

learning and recommenda

tions, participant-driven, time

for Q&ACore

elements

Action Learning Spiral

4 C’s Thinking RoutineConcepts: What are the big ideas?

Connections: How does it connect to what we already know?

Challenges: What ideas would you like to challenge?

Changes: What changes in attitude, thinking or action are suggested?

Action Learning

Facilitating Inquiry

Facilitating the inquiry process1) Defining a problem or issue (Done)

2) Raising questions and hypothesizing possibilities (Today)

4) Observing and gathering data

5) Analyzing and interpreting data

6) Deciding on a possible plan for action

7) Continuing the cycle of inquiry by researching new aspects

Abramson, 2006

Facilitator’s Core responsibilitiesSupporting staff to:

Create individual lines of inquiry Develop their research design, including methods for data

collection Pursue rigorous inquiry, including analysis and reflection

Support staff through:

Facilitating powerful conversations focused on teaching and learning

Maintaining a focus on the implications of their inquiries for improvement in classroom practice and student learning

Setting clear expectations and guidelines for participation in the TIG

Looking forward

Planning and preparation

This year’s TIG sessionsTerm Two •             Wednesday 2 May: Launch of TIGs for 2012, (2-3 hours)•             Monday 14 May: TIG Session 1(1½ hours)•             Monday 4 June: TIG Session 2 Term Three •             Monday 30 July: TIG Session 3•             Monday 13 August: TIG Session 4•             Monday 10 September: TIG Session 5 Term Four •             Thursday 25 October: TIG Conference, ½ day, Staff PD Day

Think-Pair-ShareGuiding Questions/Lines of Inquiry1.What does effective vertical articulation look like?

2. Why is vertical articulation important?

3. What tools do we need to ensure vertical articulation and how will we use them?

4. What needs to change? Attitudes? Actions? Processes?

5. How do we connect what we are already doing into a vertical continuum?

6. What perspectives do we need to consider to cater for our diverse student population?

7. What is my role in this process as an individual?

8. How will we know we are improving vertical articulation? What’s the evidence?