Getting Started with Teacher Inquiry
I am proud to say that I have officially finished 9 of my 10 Masters courses (insert applause here). It has been a busy 12 months! My program really has changed me as a teacher – my planning, instruction, and how I regard assessment.
One course that I took a couple of months ago was “Action Research”. Before beginning the course, I was shaking in my boots. I envisioned research methods from my undergrad degree – reliability and validity, controlling variables and looking for statistically significant results…Shudder… I remember thinking, “It’s almost the end of the school year. I DO NOT have time to conduct RESEARCH!” As it turns out, I learned in the first week that action research has many other names, including “teacher inquiry”, and it was nothing like what I had pictured. I have come to prefer the term “teacher inquiry” to “action research”. I find it less intimidating – if that makes any sense! But, they do refer to the same process.
So, why have I chosen to share with you, my first venture into teacher inquiry? Well, as a requirement of my program, I had to conduct a teacher inquiry of my own. One of the major elements upon the completion of a teacher inquiry is to share what happened – the results, what I learned, and what it all means. So, as part of the “sharing” component I decided to share here on my blog with all of you. It’s too much to share in one post, so you can expect a few upcoming posts highlighting the whole process.
What you need to understand, if you are new to teacher inquiry, is that it is a simple, yet complex process. Time-consuming, yet rich in professional development opportunities. The entire process begins with what is called a “wondering”. This is a question that you wish you had the answer to. It may be something that you think about on the drive home, or discuss with your spouse or colleagues, or something that rolls around in your mind as you try to sleep. As educators, we all have wonderings, of sorts….How can I help So-and-So be more organized? What can I do to increase student engagement? What can I do to improve achievement with this unit? How can I incorporate more technology into my course? What can I do to make So-And-So stop blurting out in class? How can I get all of my students to actually LEARN their times tables this year? These were all potential wonderings for me as I started the process of teacher inquiry. I encourage you to think about a question, a wondering, that you would like help with. It should be something that would improve life in your classroom and in return, increase student achievement – which is what it’s all about – helping kids learn and have success.
I’m including a link to our course text, in case teacher inquiry sounds like something that you would like to explore this school year. In my opinion, the book was extremely helpful and user-friendly:
So, as I leave you to reflect on your own personal wondering, know that teacher inquiry is simply a structured method to help you find the answer(s) to that question. It is empowering, and helps teachers to find the answers to their own questions. So, what’s your wondering?
Posted on August 22, 2015, in classroom management, Differentiated instruction, Education, Empowerment, Middle School, Teacher Inquiry and tagged action research, professional development, professional learning communities, teacher inquiry. Bookmark the permalink. Leave a Comment.