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The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO www.waikato.ac.nz August 2008 1 Jeanne Gilbert University of Waikato

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Page 1: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

The University of Waikato

Private Bag 3105

Hamilton, New Zealand

0800 WAIKATO

www.waikato.ac.nzAugust 2008 1Jeanne Gilbert University of Waikato

Page 2: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Teaching as Inquiry

Engaging learners’ prior conceptions…

Page 3: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

“Teaching as Inquiry”

Wortigel

Page 4: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato
Page 5: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

(P 34-5 NZC)

August 2008 7Jeanne Gilbert University of Waikato

ISTE Inquiry

Student achievement

data

AKO

Page 6: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.

Page 7: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Teaching as Inquiry Cycle

• The fundamental purpose of the Teaching as Inquiry cycle is to achieve improved outcomes for all students.

• A cycle is an organising framework that teachers can use to help them learn about their practice and build greater knowledge.

Page 8: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Focusing InquiryTeachers:• identify the outcomes they want their students

to achieve• consider how their students are doing in relation

to the desired outcomes• ask what their students need to learn in order to

achieve the desired outcomes• use existing achievement data to inform this

decision• gather student voice to co-construct this

decision

Page 9: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

In the teaching inquiry teachers:• Select teaching strategies to support

achievement• Reflect on how well current strategies are

working• Collaborate with colleagues, and research

literature to find strategies that really have worked for other students

• Set up processes to capture evidence that shows that the strategies are working for their own students

Page 10: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

What counts as evidence?

Page 11: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Processes / Tools to collect evidence?

Page 12: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

A tool to collect evidence - student voice

Page 13: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato
Page 14: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Learning inquiry orasking questions about your practice…

• This takes place both during and after teaching• Teachers monitor students’ progress towards

identified outcomes and reflect on what this tells them

• Teachers use this new (comparative) information to decide what to do next / what to do differently…

Page 15: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato
Page 16: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

.

Page 17: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

What does the literature say?

Alan Reid: “Educators need to be professionals who are able to theorise systematically and rigorously in different learning contexts about their professional practices – including the issues, problems, concerns, dilemmas, contradictions and interesting situations that confront them in their daily professional lives; and can develop, implement and evaluate strategies to address these”.

Page 18: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

What does the literature say?Alan Reid cont: “That is educators are

understood as people who learn from teaching rather than as people who have finished learning how to teach.” (2004, p2)

Page 19: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

So what could this look like in your practice / in your classroom?

Focusing Inquiry - Establish a baseline and a direction

• The teachers use all available information to determine what their students have already learned and what they need to learn next

• The key question for focusing inquiry is: What is important and therefore worth spending time on given where my students are at?

Page 20: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

The inquiry question / hypothesis

Draft an inquiry question that relates to a particular issue or concern or interest in a class.

Make the question specific in content and make sure you know what and how you will be measuring shifts.

Page 21: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

How does the use of ICT (be specific about tool) produce more opportunities for spoken and written output in L2?

How does setting up recorded pair and group work produce more spoken output in the target language?

How does the increased use of formulaic expressions in the L2 classroom lead to more L2 output in speaking?

How does providing more interaction in a second language classroom improve student achievement in speaking?

Page 22: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

How does / will…

Page 23: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

“Good teaching and good decisions are based on high-quality information, not on take-for-granted assumptions about the causes of children’s reading failure or the worth on new curriculum resources. The quality of the information improves when everyone is open to the possibility that what they had previously taken for granted may not stand up to scrutiny. Teachers who are skilled in processes of inquiry can detect weaknesses in their own thinking about practice and help others to do the same.” Robison and Lai 2006

Page 24: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Learning inquiry

• P 5 of 8

Page 25: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Skills PowerPoint helpful (n = 19)

0% 20% 40% 60% 80% 100%

Grammar

Vocabulary

Pronunciation/intonation

Kana recogniiton

Writing

Speaking

Listening

Reading

Not at all A little Some A lot

Page 26: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato
Page 27: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Raewyn Hollinger Maeroa Intermediate 2007

My question…

How does the teacher ensure that students with English as a second language (L2) achieve in a third

language (L3)?

Overseas students come into New Zealand with little or no English. Should they have the opportunity to learn a third language before they have acquired English to a reasonable

degree of proficiency?

Page 28: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Raewyn Hollinger Maeroa Intermediate 2007

The Significance of my findings(from observations all year, testing and interviewing the target group)

•Students have reported feeling more confident in all areas of learning

•Students have reported that learning German has helped them form friendships within the classroom.

•Where a student is reluctant to respond to a question in English, they are happy to contribute in German (especially the girl)

•It has enabled me to use more formulaic expressions in the classroom as all students are part of the learning (Principle 1)

•In all cases, students feel that learning a 3rd language has helped to improve their English also.

•The change of teaching and the opportunities for students to output the language have meant that students feel confident to speak and can also understand what is being said.

•Students are more motivated to learn the language as they have made the choice to do so.

Page 29: The University of Waikato Private Bag 3105 Hamilton, New Zealand 0800 WAIKATO  August 20081Jeanne Gilbert University of Waikato

Raewyn Hollinger Maeroa Intermediate 2007

Next Steps

Continue to read information available about learning languages.

Create activities that support students in learning a 2nd or 3rd language

Bring back teaching ideas and resources from Germany in 2008

Continue to monitor and encourage all students to participate fully in learning an international language.

Implement IRDPX strategies in my teaching to support all learners

I will continue to use spoken German as much as possible for maximum input in the classroom. I will also maximise the use of formulaic expressions as tools for asking and answering questions.