TIG - 2012 Ensuring Vertical Articulation in the Science Curriculum.
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Transcript of TIG - 2012 Ensuring Vertical Articulation in the Science Curriculum.
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?