Topic summary
Teacher inquiry is a powerful form of professional learning. We have developed a series of resources to help teachers get the most out of the inquiry process.
Definition
Teacher inquiry, sometimes referred to as Teaching as Inquiry, is an approach to teaching in which teachers continuously inquire into the impact of their teaching actions on student learning, make informed changes to improve their teaching practice in order to enhance student learning, and measure the impact that these changes have on their students’ learning. Teacher inquiry is conceptualised as a cyclical rather than linear process, and can take specific forms such as Timperley, Kaser and Halbert’s Spiral of Inquiry.
Relevance
Teacher inquiry is considered to be one of the most powerful forms of teacher learning and a vital strategy for enhancing student learning and outcomes by improving teacher practice. Teachers involved in inquiry report that it is a highly satisfying and energising form of professional learning and development that supports their self-reflection and critical examination of practice, and encourages them to try new challenges and explore different ways of teaching.
State of the evidence
There is evidence to suggest that teacher inquiry, when undertaken effectively, can be a powerful learning activity for teachers. However, currently there is limited evidence examining the relationship between teachers undertaking inquiry and improved student outcomes.
In practice
While teacher inquiry is about teachers’ learning, it is important to emphasise that the key objective is to improve teaching practice in order to better meet the needs of students. Inquiry should stem from an issue, question or challenge that teachers have about their students’ learning. Once teachers have decided on their focus, it is important to look beyond their own practice and school and to engage with research on the topic. Inquiry is a process rather than a one-off event, and it is helpful to see inquiry not as an individual activity but rather as a collaborative enterprise with other teachers.
Guiding questions
- What is happening for my students and how can I improve my teaching in order to strengthen student outcomes?
- What information can I draw on to inform the new approaches that I want to trial in my practice?
- What measures will I use to know if what I am doing is actually making a difference?
Overview
How to engage in teacher inquiry using the spiral of inquiry
An introduction to teacher inquiry and its role in improving teacher practice and student outcomes.
Stage 1: scanning
The spiral of inquiry: An introduction to scanning
A brief introduction to the scanning phase of the spiral of inquiry and some tools to use for data collection and reflection during this phase.
Scanning tools
Initial scan tool
This template is designed to help teachers develop a sense of what is happening for students in their classroom. The tool equips you to collect observational data, as well as student perspectives on the learning programme and their progress during the lesson. There is also space to plot student progress and achievement. This tool is a starting point, so any findings would need to be explored in a broader context and further evidence collected prior to moving onto the focusing phase.
Observation template
This tool has been designed for use by a colleague or critical friend to observe a lesson or part of a lesson and collect observational data. It also provides a tool to collect data on your interactions with students, student voice and measure student progress during the lesson. Teachers could also use this template when watching a video of their own practice.
Tracking patterns tool
This tool is designed to help you bring all your data together to assess its quality and thoroughness, and to look for emerging patterns, categories and trends that are worthy of attention in the subsequent stages of inquiry.
Data aggregation
This tool is designed to help you bring all your data together to assess its quality and thoroughness, and to look for emerging patterns, categories and trends that are worthy of attention in the subsequent stages of inquiry.
Student voice tool
This survey tool is designed to allow you to collect student voice across a range of academic and socio-emotional factors.
Stage 2: focusing
The spiral of inquiry: An introduction to focusing
An overview of the focusing stage of the spiral of inquiry and some tools to help narrow and refine the focus of inquiry.
Focusing tools
Data overview template
This tool has been designed to help teachers list things that emerged during the scanning phase, to evaluate what’s working well and what’s not, and to consider the amount and quality of data collected prior to selecting an area of focus. It is useful for helping to narrow your focus and identify any areas where you might need to collect a bit more evidence.
Selecting a focus tool
Use this tool to help you to select an area to focus on. It will help you rate potential areas to address against the level of need, your capacity to make changes, your strengths, challenges, your interest in it, potential to collaborate and ease of assessing progress and change. It’s a very quick tool to use to help you keep moving through the inquiry process.
Narrowing the focus tool
If you have a general area in need of improvement, use this tool to narrow your focus by identifying the who, what, how and why of your key observations, and what the learning should look like. You can also use it to speculate possible causes of the problem or challenges. A narrow focus will enable you to conduct a tighter and deeper inquiry.
The 5 Whys analysis tool
The 5 Whys analysis method is useful for identifying and defining the problem. It can be very difficult to clearly identify the root problem or issue, and this tool helps you to get past symptoms or factors, such as poor student attendance, that may affect a student’s behaviour and motivation in class but are not the true cause of the problem.
Stage 3: developing a hunch
The spiral of inquiry: An introduction to developing a hunch
How to go about developing a hunch as part of the spiral of inquiry
Developing a hunch tools
The fishbone diagram
Use this tool to develop a clear picture of a problem, understand why this problem occurs, and to begin to generate potential ways to address it. This tool works well following on from the 5 Whys Analysis from the focusing phase.Brainstorm possible causes and group them into categories. Some categories could be people, curriculum, methods, policies, procedures, equipment, materials, and the environment. Identify the effects that the causes have on students, staff, the school, and the community. You need a good understanding of the causes and effects of the problem to begin come up with some improvement actions. Try to decide what changes you would like to see, so that in the checking phase you can assess whether your actions have made a difference.
Identifying assumptions tool
Use this tool to help you to select an area to focus on. It will help you rate potential areas to address against the level of need, your capacity to make changes, your strengths, challenges, your interest in it, potential to collaborate and ease of assessing progress and change. It’s a very quick tool to use to help you keep moving through the inquiry process.
Interpreting evidence tool
Use this tool to formulate ‘if, then’ statements and to consider what evidence you will need to collect in order to test your hunch and what further information and professional learning you will need in order to take action.
Stage 4: professional learning
The spiral of inquiry: An introduction to professional learning
A brief introduction to the professional learning phase of the spiral of inquiry and some useful tools for identifying the focus and possible sources of professional learning.
Professional learning tools
Formulating learning goals tool
Use this tool to identify what you want to learn in this phase of inquiry and to set a SMART goal (Specific, Measurable, Attainable, Results-driven, Time-bound). A SMART goal will enable you to clarify what you are researching, focus your efforts, and use your time and resources more productively.
Resources and strategies tool
Use this tool to brainstorm potential resources you could access, and to plan the learning strategies you will use.
Stage 5: taking action
The spiral of inquiry: An introduction to taking action
How to go about taking action by trying new approaches and practices and recording their impact.
Taking action tools
Action plan tool
Use this detailed chart to record iterative cycles of planning throughout the inquiry.
Monitoring progress tool
This simple tool provides the space to list and monitor the progress of actions you are planning to take and/or strategies you are planning to trial.
Monitoring progress tool – for teams
This tool has been designed for teams to monitor progress in a group inquiry. There is space to identify where team members are feeling stuck and tweaks to be made, and to list next steps.
Stage 6: checking
The spiral of inquiry: An introduction to checking
An overview of the checking stage of the spiral of inquiry and some tools for recording and evaluating evidence of the impact of changed practices and new approaches.
Checking tools
General checking questions
Evaluate and measure the impact of your inquiry.
Data collection template
Use this table to collate and compare the data from the beginning of the inquiry in the scanning and focusing phases and in the checking phase.
Critical checks tool
Use this table to collate and critically interrogate your data for this inquiry. This tool includes some critical questions to help you evaluate the impact your actions has had on your teaching practice and student learning.
Scanning phase data collection tools
Use the same data collection methods as you did in the scanning phase in order to measure the effectiveness of your actions.
Detailed action plan tool
Revisit your Detailed Action Plan from the taking action phase to examine your findings, reflect, and set a new SMART goal for the next cycle of your inquiry.
Research reviews
Using student voice for assessment and inquiry
How teachers and schools can utilise student voice to support assessment and inquiry
Student voice collection tool
A tool to support teachers and schools to think about how well they currently are supporting their students and their learning and to identify areas for improvement
Teaching as Inquiry Workbook
A workbook that takes teachers through each step of the Teaching as Inquiry process.
Webinars
Infographics
Snapshots
Insights from the research behind the Great Teaching Toolkit
Insights from a webinar with Professor Rob Coe.
A whole school approach to teaching as inquiry
Alison Taylor, Deputy Principal at Pakuranga College, discusses the six-year journey her school has been on to embed teaching as inquiry into the practice and mindset of teachers and the change in culture she has observed as teachers become more open to change and talking about their learning
Onehunga High School’s journey to use evidence
Principal Deidre Shea and Associate Principal Gareth Leadbeater explain how Onehunga High School has shown powerful improvements in student progress as a result of getting better at collecting and learning from data over the last four years
Student voice for relationship building, identifying gaps, and modifying teaching practice
Heath, a Year 2/3 teacher at Stonefields School, uses student voice across a range of learning areas to help him to gain a better understanding of how engaged his students are in their learning, to modify his practice, and to build relationships with his students
Course participant
Assessment & Intentional Teaching
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Assessment & Intentional Teaching
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Visual Arts in ECE
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Assessment & Intentional Teaching
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Assessment & Intentional Teaching
Graduate teacher
Blenheim
Course participant
Assessment & Intentional Teaching
Course participant
Assessment & Intentional Teaching
Course participant
Visual Arts in ECE
Course participant
Assessment & Intentional Teaching
Educator
Martinborough
Centre Leader
Auckland
Early childhood teacher
Wellington
Advanced Skills Teacher
New Zealand
Intermediate school teacher
New Zealand
Education consultant
New Zealand
Head of Department
School leader
Dunedin
Teacher (primary)
Tauranga
New entrant teacher
Wellington
Deputy Principal
Christchurch
Professional development provider
Auckland
Primary teacher
Nelson
Preschool teacher
Palmerston North
High school teacher
Napier
Teacher
Bay of Plenty
Course participant
Assessment & Intentional Teaching
School leader
Manukau
Course participant
Assessment & Intentional Teaching
Graduate teacher
Blenheim
Course participant
Assessment & Intentional Teaching