Changing Results for Young Readers Through a Spiral of Inquiry

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“As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me. …We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

“Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

2004 to 2010 Goal: to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

It’s all about the students If the teacher is clear about it, the students will get it Effective facilitation Helen Timperley and Judy Parr

What happens when the project is over and the support dries up?

2013 Coherence and Inquiry and Key Dimensions for Sustainability of Professional Learning Two key research findings

If teachers applied what they had learned in systematic ways then this appeared to be a sufficient threshold to support outcomes for new cohorts of students that were similar to gains in student achievement while participating in the LPDP.

Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge- building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

Global Interest – Inquiry, Leadership, Literacy, Networks to Transform Systems

Spiral of Inquiry What’s going on for our learners? How do we know? Why does it matter?

Scanning What’s going on for our learners?

Focusing Where are we going to put our attention?

Developing a Hunch What’s leading to this situation? How are WE contributing to it?

New Professional Learning How and where will we learn more about what to do?

Taking Action What will we do differently?

Checking How will we check that we made enough of a difference?

Collaborative Inquiry without borders

We open our hearts and minds…to open doors to learning … we never judge a child…we ask ourselves… Does he have food in his home? Does he know that someone cares about him? Does he feel he has to hide to fit in? Does he feel he is affirmed in your classroom? Have you asked what he is good at? Do you see his differences as a deficiency? Do you know what motivates him? Is that defiance you think your perceiving or a cultural difference you haven't taken the time to understand? Has anyone smiled at him today? Does he need someone to listen to him rather than tell him what to do?

Inquiry in action

Click to add bullet Moral Imperative