Category Archives: Teacher Inquiry
I spoke in my previous post about teacher inquiry as a process in which teachers use their own skills, power, and creativity to solve a problem that exists in their classroom; a problem that if solved would improve student achievement in some way. I challenged you to state a wondering of your own, as well. This wondering should be something that you’re passionate about finding an answer to!
My wondering for my Master’s course requirement came at the end of this past school year. I had many different wonderings floating around in my head at the time. They dealt with whole class instruction, engagement, behavior, and other issues as well. The process of defining a wondering is key because it is this question which will drive the entire inquiry. Since it was the end of the school year and I was not going to have my students in front of me during the inquiry, I identified an inquiry that I could explore in the summer months.
As a Math teacher, one issue arises for me each September. Students come back from a summer of rest and relaxation, and I am so happy to see them! Unfortunately, I find that many students tend to regress in their skills and we spend the first couple of weeks of school bringing them back up to speed. I wish I was able to start the grade level curriculum more quickly, and so I started to wonder… I wondered if there was a way to work with students over the summer to help maintain their math skills to lessen this regression. My students and I were also participating in a technology pilot at the time, which ended up having a significant impact on how I organized my inquiry. When it came down to defining my wondering, I knew I wanted to follow my passion for Math, and try to incorporate technology and attempt to increase or at least maintain student achievement.
My wondering for my inquiry was: How can I use technology (Khan Academy, Sumdog and Google Classroom) to help my grade 7 students maintain their Math skills over the summer months?
In upcoming posts, I will discuss where I went from here with my teacher inquiry. So, any wonderings coming to mind? Please share by commenting below! I know many are already back in classrooms, although I do not personally start back with students until September 8th. I wonder…could we ever create an online group of teacher inquirers this school year? Any interest – please let me know and we’ll see what we can do!
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?