Professional Inquiry 2019 #1

10.05.19

Scanning

My group of priority students have displayed varying levels of student agency. Most at the lower end of agency. There is an expectation that the teacher is responsible for the learning. This is evident in the number of times these students say my name in a learning session, go off task when they’re not sure what to do or sit and wait for the teacher.

Focussing

“Where will I concentrate my energy to make the most difference?”

Inquiry Question - What practices do teachers employ to provide feedback to students on their performance that assist with the development of student agency?

Im interested in this inquiry as student agency has been part of my professional learning since 2013. This started when I was involved in the LCN Group (Learn Change Network). I have previously implemented different techniques and strategies which have advanced the agency in some of my past students however I do not think I have focussed on this area enough to really have an effect in terms of acceleration of learning. As student agency is a focus for our Kahui Ako I feel it is time to really focus in at a time which will benefit the learners in my current classroom as there is a need.

Developing a Hunch

“When students are more engaged, they take more ownership of their learning...” Apple Inc 2018

Many readings on this subject and observations of learners have led me to believe that learner driven learning is more likely to be effective and meaningful to the learner. If learners have ownership of the learning, student agency will come from intrinsic motivation not external factors.

CORE Education - Student Agency Report

My Teacher Inquiry Question

What strategies can I use to help students reflect effectively and successfully in their learning to increase their learner agency?

"Inquiry is the state of identifying student learning problems, hypothesising on causes, investigating and testing causal links, and acting on the findings to improve outcomes." 

Dr Linda Bendikson, 2014

A well designed teacher inquiry can help answer a question that we often dread but sometimes have to ask: "Why isn’t this working?"

When it becomes obvious, through observation, assessment data, or a hunch, that what we are already doing does not equal progress for our learners, we need to ask ourselves three reflective questions:

• Why? Why, if we are using sound pedagogical practice, are some of our students still floundering?
• What? What impact is what we’re doing (or not doing) having on the students in our classrooms?
• How? How can we change what we do in ways that truly support learning outcomes?

https://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Teaching-as-inquiry2

Reflection could be the key to students understanding where they are in their learning.

What did you find challenging in your learning? What did you do well?

 “Student-centered approaches empower students to engage in active learning experiences” (Hoffman, Steinberg & Wolfe, 2012, p. 2).