Teaching as Inquiry. It's mentioned in The New Zealand Curriculum (pages 34–35) and Te Marautanga o Aotearoa (pages 13–16), where research has shown a, “consistently positive impact on student learning.” http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
The Teaching as Inquiry cycle was initially developed by the writers of Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES]. (The cycle is discussed in section 2.2 of the synthesis) but it’s important to note there are no hard and fast rules about Teaching as Inquiry, except that teachers can ask, What is important (and therefore worth spending time on), given where my students are at?
Enabling e-Learning has created some guidance around this further with an e-learning lens in, Teacher inquiry into e-learning.
What are educators already doing to raise student achievement through cycles of inquiry?
Enabling e-Learning have created two snapshots; One from Breens Intermediate on raising student achievement in literacy by the use of digital technologies in, Using Spirals of Inquiry to transform practice and increase student agency: A future focused inquiry and another from Lyttleton School about sharing their learning through digital stories in, Utilising Spirals of Inquiry to develop students' emotional intelligence through digital story telling.
Mark Maddren (LwDT facilitator, Te Toi Tupu) has created a VLN group, Teaching as Inquiry - dedicated to teachers sharing their Teaching as Inquiry foci with models, templates, inquiry starter questions and examples. Please feel free to join.
We’d love to know how Teaching as Inquiry as a process, is developing for you. Please feel free to share some of your discoveries so far.