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For schools and teachers wanting to find out more about teaching as inquiry, there is a wide range of information and resources available on TKI and associated sites. Below is a selection of useful links.
Here you will find ideas, resources, and tools to support your inquiry journey, as well as school stories to help provide inspiration and promote discussion. The resources are presented in a way that will suit you if you are new to the inquiry process, or if you have experienced it before. You can look at what is most relevant to you, revisit for more information, and be challenged by new ideas.
This paper by Helen Timperley, Linda Kaser and Judy Halbert argues for a "sea change in learning settings for young people". Using a range of examples from New Zealand, Australia, and Canada, it makes the case for new approaches to designing learning and teaching and how we might achieve this. It also provides a model for long-term PLD within schools.
This online resource summarises the work of Helen Timperley on the Inquiry Cycle, in an easy to follow format including examples, for use by Professional Learning Teams. Developed by the Department of Education, Victoria, Australia, the resource applies equally well to the New Zealand context.
The Education Leaders website, in its teaching modules for first time principals, includes a module developed by Dr Graeme Aitken, Dean of the Faculty of Education at the University of Auckland. In the module, on determining teacher effectiveness, Dr Aitken argues that teacher effectiveness can be determined by evaluating the extent to which teachers employ an inquiry approach, as opposed to evaluating on the basis of a ‘stylistic’ or ‘outcomes’ approach. The presentation provides a strong rationale for promoting a Teaching as Inquiry model in schools. The presentation includes a video and audio presentation, a background paper, a case study, and advice on facilitating a professional learning session.
The Educational Leaders website gives details of an article from set: research information for teachers. The article is described by NZCER chief researcher Rosemary Hipkins as “a well-grounded, practice-informed look at conditions that support teachers to be learners when they inquire into their practice. The importance of strong leadership is emphasised, with a focus on “walking the talk’ by being an active inquirer yourself”. Mike Fowler, an experienced senior secondary school leader, explores the conditions necessary for school-wide inquiry to flourish, and explains why mentorship needs to be valued and to operate at a range of levels within the school if effective inquiry is to be initiated and sustained.
There is sometimes confusion between the terms Teaching as Inquiry and Inquiry Learning. The two popular teaching concepts are often, and incorrectly, used interchangeably. This short article by Team Solutions (University of Auckland) clarifies the difference between them.
Curriculum Update on Teaching as Inquiry
Curriculum Update 12 on Teaching as Inquiry (August, 2011) summarises findings by the Education Review Office on how Teaching as Inquiry is being implemented in schools. It outlines effective practices in schools that enable Teaching as Inquiry to flourish. Download the update below. Find all the latest Curriculum Updates here on the NZC site.
NZC Curriculum Update 12
(PDF 525 KB)
This article from the Education Gazette (July 2009) provides an easy-to-understand explanation and examples of Teaching as Inquiry. It includes a clarification of the concepts by Dr Claire Sinnema, University of Auckland, who helped write the New Zealand Curriculum’s description of Teaching as Inquiry.
"Genuine inquiry needs space to take risks, make mistakes and try again – and again." Timperley, Kaser, and Halbert, 2014
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