TIG Ensuring Vertical Articulation in the Science Curriculum

Teacher Inquiry Groups Why?

Teacher Inquiry  A grounding in the actual work that students and teachers carry out in classrooms and schools  A recognition that all participants in the group bring expertise, as well as unique experiences and perspectives  A focus that is relevant and of deep significance to the whole group  A commitment that group members make both to their own learning and to the learning of the group as a whole  Scope for individual inquiry within common or shared points of reference Allen and Blythe, 2004

Teacher Inquiry Promoting ongoing teacher inquiry can be seen as integral to the development of a culture of learning across the school 1. Identify the learning and teaching challenges facing the school. 2. Plan a coherent across-years program to address these challenges. 3. Choose short-term projects that directly enhance learning and teaching and contribute to the achievement of program goals. 4. Have staff work in professional action-learning teams with a project focus. Dr Neville Johnson, 2003

Inquiry Personal LearningOrganizational Learning Define focus on an aspect of practice Explore to improve understanding Reflect on learning and implications for future practice Constructing new practice Teacher-driven change management Knowledge building and sharing Culture of inquiry and learning Collaboration and capacity building Owens, 2012

Think Puzzle Explore Quick Brainstorm  1.What do you think you know about our inquiry?  2.What questions or puzzles do you have?  3.How can you explore this inquiry, both today and in the weeks ahead?

Core Elements Structures and systems

Provocation and planning Independent work CollaborationConference Core elements

Provocation and planning Teaching, shared understandings, common approaches, input, reading, discussion, sharing, inquiry development Independent work - implementation, classroom trials, reading, research, resource development, surveys, personal reflection Collaboration – sharing of samples of student and teacher work, team analysis, public reflection, semi- structured discussion Conference – collaborative presentation of findings, learning and recommendations, participant- driven, time for Q&A Core elements

Action Learning Spiral

4 C’s Thinking Routine Concepts: What are the big ideas?Connections: How does it connect to what we already know? Challenges: What ideas would you like to challenge? Changes: What changes in attitude, thinking or action are suggested?

Action Learning Facilitating Inquiry

Facilitating the inquiry process 1) Defining a problem or issue (Done) 2) Raising questions and hypothesizing possibilities (Today) 4) Observing and gathering data 5) Analyzing and interpreting data 6) Deciding on a possible plan for action 7) Continuing the cycle of inquiry by researching new aspects Abramson, 2006

Facilitator’s Core responsibilities Supporting staff to:  Create individual lines of inquiry  Develop their research design, including methods for data collection  Pursue rigorous inquiry, including analysis and reflection Support staff through:  Facilitating powerful conversations focused on teaching and learning  Maintaining a focus on the implications of their inquiries for improvement in classroom practice and student learning  Setting clear expectations and guidelines for participation in the TIG

Looking forward Planning and preparation

This year’s TIG sessions Term Two Wednesday 2 May: Launch of TIGs for 2012, (2-3 hours) Monday 14 May: TIG Session 1(1½ hours) Monday 4 June: TIG Session 2 Term Three Monday 30 July: TIG Session 3 Monday 13 August: TIG Session 4 Monday 10 September: TIG Session 5 Term Four Thursday 25 October: TIG Conference, ½ day, Staff PD Day

Think-Pair-Share Guiding Questions/Lines of Inquiry 1. What does effective vertical articulation look like? 2. Why is vertical articulation important? 3. What tools do we need to ensure vertical articulation and how will we use them? 4. What needs to change? Attitudes? Actions? Processes? 5. How do we connect what we are already doing into a vertical continuum? 6. What perspectives do we need to consider to cater for our diverse student population? 7. What is my role in this process as an individual? 8. How will we know we are improving vertical articulation? What’s the evidence?