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Inquiry as a process – a possible approach

Focusing inquiry: Curriculum choices

  • What do I know about each student’s prior knowledge, goals and aspirations, and learning strengths and needs?What is important and worth spending time on, given where my students are at?
  • What concepts, big ideas, and academic vocabulary need to be introduced or reinforced?
  • What contexts might help my students discover and explore these big ideas?

Teaching inquiry: Pedagogy choices

  • How can I teach my next lesson most effectively?
  • What learning tasks and approaches are most likely to help my students to progress?
  • What formative assessment methods can I use to monitor student progress and understanding?

Learning inquiry: Outcomes for students

  • What happened as a result of the teaching?
  • Did my students achieve the specified outcomes?
  • What are the implications for future teaching?

Is there something I need to change about how I teach?

  • How can I teach more effectively?
  • How can I maintain a communicative approach?
  • How can I recognise the diverse learning needs of all my students and incorporate tikanga into my teaching?
  • How can I involve families, community and whānau (family; to be born) in my teaching?

What are the next steps for my students’ learning?

  • What concepts/big ideas need to be reinforced or introduced next?
  • What different contexts might my students need to discover and explore these big ideas?

Last updated August 28, 2012