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ERIC Number: EJ1171799
Record Type: Journal
Publication Date: 2011-Jun
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2154-6282
EISSN: N/A
Teaching as Inquiry: One School's Approach Using a Macro Level Cycle
Bird, Lyn
i.e.: inquiry in education, v2 n1 Article 5 Jun 2011
This article outlines the "Inquiry Cycle" at Ilam School in New Zealand. It is underpinned by the main tenets of the New Zealand Curriculum "Teaching as Inquiry" statement. Ilam's cycle involves seven core elements that evolved over a two-year, whole-school journey focused on developing a meaningful localised curriculum framework, building a community of learners, and ensuring all professional development is a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. They are: (1) Teaching and learning goals; (2) Ariki Project Quality Learning Circles; (3) Moderation of students' work; (4) Learning Walks; (5) Specific quality professional development; (6) Classroom Observations, and (7) Effective Pedagogy Rubric. Successful programmes encourage the development of teachers' learning communities, provide ways for teachers to share their expertise and experience more systematically, and develop schools as learning organisations. The perceived positive outcomes of the "Ilam Macro-Level Teaching as Inquiry Cycle" confirm the value of this approach and offer further insight into how this could be structured. Such a structure might build on the ideas from the Ariki Project, where connections can be viewed between the principal's intents, teacher behaviour, and student outcomes.
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A