The teacher inquiry and knowledge building cycle critically ask us: What are our students learning needs?
- What do they already know?
- What sources of evidence have we used?
- What do they need to learn and do?
- How do we build on what they know?
In our data driven, numbers rule, National Standards world the answers to these questions run the risk of being data driven and reducing students to a numbers game. Thank goodness for the final question prompt: How do we build on what they know? This squarely directs the focus back on to the student as an individual and opens up learning to be personalised and build on student voice and identity.
This was the focus of our most recent literacy PLD session which targeted our underachieving writers. More specifically it broke it down into 3 sub questions, leading us towards thinking about the impact this would have on our teaching practice:
- What are our students strengths?
- What are our students needs?
- What are the student practices that may contribute to underachievement?
It proved to be a worthwhile activity which focused directly on the learner with not a percentage sign or OTJ in sight. I took this back to school and adapted the context to fit in with the work we are doing unpacking and the reflecting against the cultural competencies as outlined in Tataiako.
With a focus on critically examining how well we know our Maori learners staff noted and articulated their thoughts. This is what it looked like, sorry just the template due to student privacy:
However on deeper reflection, what it lacked was a more thorough focus on the ‘impact’ to teaching practice and simply going on what we know as a teacher would be the ‘next sep’. So below is a new updated version for the next session.
Added in are 3 columns which align to our teacher’s inquiry into practice:
- Craft Knowledge: What ideas and strategies you know as a teacher
- Mentor Knowledge: What ideas and strategies your mentor or an expert knows
- Research Knowledge: What ideas and strategies research tells us works
With this extra layer of thinking, proactive engagement in professional dialogue and research, a teacher should have a range of approaches to explore and implement to better meeting the needs of their learners.