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Teaching Inquiry
Teacher Inquiry Plan
...effective pedagogy requires that teachers inquire into the impact of their teaching on
their students. NZ Curriculum, P35

Teacher/Team:

Year level.

Date:

NZC p.35
Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine what their
students have already learned and what they need to learn next.

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning
opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

Learning Inquiry
The teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment
approaches.
(This occurs...) while learning activities are in progress and also as longer-term sequences or units of work come to an end.
(Teachers...) then analyse and interpret the information to consider what they should do next.

Using the Teaching as Inquiry process to inquire into the impact of teaching on students.
NZ Curriculum p.35.
Teacher: Neil Batohi

What does the data indicate for this group of target students.

Student 1 Profile

Bob

(Knowing the Learner profile your student here.)

ESOL. Arrived recently from Samoa therefore having

problems with reading and writing English at this level.
The students expected level is__6_.
Students at this level will
* Integrate sources of information, processes and
strategies purposefully and confidently to identify, form and
express increasingly sophisticated ideas.
Indicators:
- uses an increasing understanding of the connections
between oral, written and visual language when creating
texts:
- creates a range of increasingly varied and complex texts
by integrating sources of information and processing
strategies:
- seeks feedback and makes changes to texts to improve
clarity, meaning and effect:
- is reflective about the productions of own text: monitors
and self-evaluates progress, articulating learning with
confidence.
By using these processes and strategies when speaking,
writing or presenting, students will:
* Show an understanding of how to shape texts for different
audiences and purposes:
Indicators:
- constructs a range of texts that demonstrates an
understanding of purpose and audience through deliberate
choice of content, language and text form:
- conveys and sustains personal voice where appropriate.
* Select, develop and communicate connected ideas on a
range of topics
Indicators:
- develops and communicates comprehensive ideas,
information and understanding:
- work towards creating coherent, planned whole texts by
adding details to ideas or making links to other ideas and
details.
- ideas show an understanding and awareness of a range of
dimensions and viewpoints.
* Select and use a range of language features appropriately
for a variety of effects.
Indicators:
- uses a wide range of oral, written, and visual language
features with control to create meaning and effect and to
sustain interest:
- uses an increasing vocabulary to communicate precise
meaning;
- uses a wide range of text conventions, including

This student
Can create texts [ visual ] 1.7 using meaning, visual
And grapho-phonic sources of information, and
some processing strategies with confidence.

grammatical and spelling conventions appropriately,

effectively and with accuracy
* Organize texts using a range of appropriate effective
structures.
Indicators:
- achieves a sense of coherence and wholeness when
constructing texts:
- organizes and develops ideas and information for a
particular purpose or effect, using the characteristics and
conventions of a range of text forms.
- can form and express simple ideas.
- begins to support ideas with some detail.
- use a range of high-frequency topic-specific and personal
Content words to create meaning.
To accelerate this student I need to teach him how to:
- organize and develop ideas and information for a particular purpose or effect, using the characteristics and
conventions of a range of text forms.
* get him started on purposeful writing tasks
* demonstrate using exemplars of good writing : use of a variety of different texts
* analyse diction by working through meaning
* find words that are expressive- to build vocabulary so that he can write at curriculum level six.
- form and express simple ideas.
* Discuss the use of flow charts to sequence information about related aspects of topic
* scaffold tasks to build confidence.
- to support ideas with some detail.
* brainstorming assists understanding of the language of the text he is constructing.
* develop ideas arising from this process
- use a range of high-frequency, topic-specific and personal content words to create meaning.
- how to develop ideas in order to meet the word limit at this curriculum level.- 6 [refer to the fact that Bob wrote
very little.
- teach him how to organize and develop ideas and information for a particular purpose and effect.
- to use an increasing vocabulary to communicate precise meaning.

Student 2 Profile

: Mere

(Knowing the Learner profile your student here.)

Mere is of Moari background and has family problems in

that she does not live with her parents. The grandparents
have little or no control.

She has questionable friends and as a result does

not spend enough time on work that may challenge
her.

The students expected level is__6_.

This student

Students at this level will

* Integrate sources of information, processes and
strategies purposefully and confidently to identify, form and
express increasingly sophisticated ideas.
Indicators:
- uses an increasing understanding of the connections
between oral, written and visual language when creating

Has an awareness between written and visual

language when creating texts [ has merit for the
static image [ 1.7]
Can form and express ideas and information usually
drawing from personal experience and knowledge.
Is becoming reflective about the production of own
texts.

texts:
- creates a range of increasingly varied and complex texts
by integrating sources of information and processing
strategies:
- seeks feedback and makes changes to texts to improve
clarity, meaning and effect:
- is reflective about the productions of own text: monitors
and self-evaluates progress, articulating learning with
confidence.
By using these processes and strategies when speaking,
writing or presenting, students will:
* Show an understanding of how to shape texts for different
audiences and purposes:
Indicators:
- constructs a range of texts that demonstrates an
understanding of purpose and audience through deliberate
choice of content, language and text form:
- conveys and sustains personal voice where appropriate.
* Select, develop and communicate connected ideas on a
range of topics
Indicators:
- develops and communicates comprehensive ideas,
information and understanding:
- work towards creating coherent, planned whole texts by
adding details to ideas or making links to other ideas and
details.
- ideas show an understanding and awareness of a range of
dimensions and viewpoints.
* Select and use a range of language features appropriately
for a variety of effects.
Indicators:
- uses a wide range of oral, written, and visual language
features with control to create meaning and effect and to
sustain interest:
- uses an increasing vocabulary to communicate precise
meaning;
- uses a wide range of text conventions, including
grammatical and spelling conventions appropriately,
effectively and with accuracy
* Organize texts using a range of appropriate effective
structures.
Indicators:
- achieves a sense of coherence and wholeness when
constructing texts:
- organizes and develops ideas and information for a
particular purpose or effect, using the characteristics and
conventions of a range of text forms.
- can form and express simple ideas.
- begins to support ideas with some detail.
- use a range of high-frequency topic-specific and personal
Content words to create meaning.

To accelerate this student I need to teach how to construct a range of texts that demonstrates an understanding of

purpose and audience through deliberate choice of content, language and text form:
* teach writing with purpose and how to make a point.

* get groups to write a paragraph directed to the specified audience.

* audience determines what you write , the point of your writing and how to make a point.
- conveys and sustains personal voice where appropriate.
-how to unpack a question as it is obvious that she is capable of writing but needs to focus on the requirements /
parameters of the question.
- how to structure her writing because she did not achieve in the report [1.8] and formal writing [1.5].
* about the features of introduction, features of the body and features of writing conclusions.
- her to use language features appropriately.
- how to achieve a sense of coherence and wholeness when constructing texts.
- work towards creating coherent, planned and whole texts by adding details to ideas or making links to other ideas
and details.

Student 3 Profile: Wiremu

(Knowing the Learner profile your student here.)

Moari lacks motivation, easily distracted and

becomes disruptive. No father figure. Mother is
a single parent working long hours.

He has poor attendance and therefore also misses out on

teaching and learning. Has a negative effect on his
performance.

The students expected level is__6_.

This student

Students at this level will

* Integrate sources of information, processes
and strategies purposefully and confidently to
identify, form and express increasingly
sophisticated ideas.
Indicators:
- uses an increasing understanding of the
connections between oral, written and visual
language when creating texts:
- creates a range of increasingly varied and
complex texts by integrating sources of
information and processing strategies:
- seeks feedback and makes changes to texts
to improve clarity, meaning and effect:
- is reflective about the productions of own text:
monitors and self-evaluates progress,
articulating learning with confidence.

Identify main ideas in a text

Can be more reflective about production of texts
Able to translate ideas in the text into symbols- has an
achieved in 1.7 [ static image]

By using these processes and strategies when

speaking, writing or presenting, students will:
* Show an understanding of how to shape texts
for different audiences and purposes:
Indicators:
- constructs a range of texts that demonstrates
an understanding of purpose and audience
through deliberate choice of content, language
and text form:
- conveys and sustains personal voice where
appropriate.
* Select, develop and communicate connected
ideas on a range of topics
Indicators:
- develops and communicates comprehensive
ideas, information and understanding:
- work towards creating coherent, planned
whole texts by adding details to ideas or
making links to other ideas and details.
- ideas show an understanding and awareness
of a range of dimensions and viewpoints.
* Select and use a range of language features
appropriately for a variety of effects.
Indicators:
- uses a wide range of oral, written, and visual
language features with control to create
meaning and effect and to sustain interest:
- uses an increasing vocabulary to
communicate precise meaning;
- uses a wide range of text conventions,
including grammatical and spelling conventions
appropriately, effectively and with accuracy
* Organize texts using a range of appropriate
effective structures.
Indicators:
- achieves a sense of coherence and
wholeness when constructing texts:
- organizes and develops ideas and information
for a particular purpose or effect, using the
characteristics and conventions of a range of
text forms.
- can form and express simple ideas.
- begins to support ideas with some detail.
- use a range of high-frequency topic-specific
and personal
Content words to create meaning.
To accelerate this student I need to teach how to use a wide range of oral, written, and visual language features with

control to create meaning and effect and to sustain interest.

* how language features shape meaning.
* develop and apply new knowledge and deeper understanding by developing to texts read in class.
* interpreting visual language features and how it makes meaning in static images
- uses an increasing vocabulary to communicate precise meaning;
- uses a wide range of text conventions, including grammatical and spelling conventions appropriately, effectively
and with accuracy

- how to manage his time

- needs to build vocabulary as it is obvious his social issues has an effect on his reading program and homework.
- arrange after school tutorials to teach reading skill.
- scaffolding eg sentence starters to build his confidence
- how to make meaning by understanding comprehensive ideas.
- how to identify a range of oral, written and language features and understanding of their effects.
- may need to refer to a professional agency after consultation with the other teachers and school counsellor
- there is a definite need for some external intervention.

Student 4 Profile : Manu

(Knowing the Learner profile your student here.)

Manus parents have recently divorced and this

has had a traumatic and negative impact on his
learning and progress.

He has been a keen and motivated student prior to all this

disruption in his family life

The students expected level is__6_.

This student

Students at this level will

* Integrate sources of information, processes
and strategies purposefully and confidently to
identify, form and express increasingly
sophisticated ideas.
Indicators:
- uses an increasing understanding of the
connections between oral, written and visual
language when creating texts:
- creates a range of increasingly varied and
complex texts by integrating sources of
information and processing strategies:
- seeks feedback and makes changes to texts
to improve clarity, meaning and effect:
- is reflective about the productions of own text:
monitors and self-evaluates progress,
articulating learning with confidence.
By using these processes and strategies when
speaking, writing or presenting, students will:
* Show an understanding of how to shape texts
for different audiences and purposes:
Indicators:
- constructs a range of texts that demonstrates
an understanding of purpose and audience
through deliberate choice of content, language
and text form:
- conveys and sustains personal voice where
appropriate.
* Select, develop and communicate connected
ideas on a range of topics
Indicators:
- develops and communicates comprehensive

Has an awareness between written and visual language when

creating texts [ has merit for the static image [ 1.7]
Can form and express ideas and information usually drawing
from personal experience and knowledge.
Is becoming reflective about the production of own texts.

ideas, information and understanding:

- work towards creating coherent, planned
whole texts by adding details to ideas or
making links to other ideas and details.
- ideas show an understanding and awareness
of a range of dimensions and viewpoints.
* Select and use a range of language features
appropriately for a variety of effects.
Indicators:
- uses a wide range of oral, written, and visual
language features with control to create
meaning and effect and to sustain interest:
- uses an increasing vocabulary to
communicate precise meaning;
- uses a wide range of text conventions,
including grammatical and spelling conventions
appropriately, effectively and with accuracy
* Organize texts using a range of appropriate
effective structures.
Indicators:
- achieves a sense of coherence and
wholeness when constructing texts:
- organizes and develops ideas and information
for a particular purpose or effect, using the
characteristics and conventions of a range of
text forms.
- can form and express simple ideas.
- begins to support ideas with some detail.
- use a range of high-frequency topic-specific
and personal
Content words to create meaning.
To accelerate this student I need to teach how to select, develop and communicate connected ideas on a range of

topics
* work with words relevant to their lives to help build vocabulary.
* pair student with writing buddies to discuss and develop writing skills.
* use of real world examples to reinforce writing.
- develop and communicates comprehensive ideas, information and understanding.
* get students to write about their writing.
- work towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas
and details.
* writing structures linking devices.
* the structure of the paragraph.
- ideas show an understanding and awareness of a range of dimensions and viewpoints.
-how to unpack a question as it is obvious that she is capable of writing but needs to focus on the requirements /
parameters of the question.
- how to structure her writing because she did not achieve in the report [1.8] and formal writing [1.5].
- her about the features of introduction, features of the body and features of writing conclusions.
- her to use language features appropriately.
- how to use a wide range of oral, written and visual features with control to create meaning and effect to sustain
interest.

How will you monitor students progress?

Chinking assessments into smaller tasks ie series of formative tasks.
Give feedback and feedforward via face to face sessions, annotations.
Ex: get students to identify / state problem areas via sticky notes
- discussion forums
Peer critiquing
Self reflection activities on each task
Give opportunities for resubmissions

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning
opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

Theory
Action research is understood to be a social practice involving research and reflection, documenting ideas,
interventions and analysis. As Goodnough argues action research is usually a systematic inquiry into practice through
cycles of planning activity , observing and reflecting (including) direct involvement in of those responsible for the
practice [210. p 167] ( McKim and Wright. 2012)
I have used Dr. Noeline Wrights Inquiry Template (which I found to be excellent tool for my focus) to look at the
direction of the pedagogic practices that I need to put in place for the class around paragraphing.
So my Teaching as Inquiry question would look something like this:
If models of formal paragraphs are provided to students for integration will their resulting knowledge about format
and content help them improve their own formal writing
These pupils should be able to organize texts using a wide range of appropriate and effective structures. They will be
able to
- achieve a sense of coherence and wholeness when constructing texts
- organize and develop ideas and information for a particular purpose or effect using the characteristics and
conventions of a range of text forms.
- identify and understand the characteristics and conventions of a range of text forms and consider how they
contribute to and affect meaning.
To this end the following will have to be taken into account in your planning:
* Build and support ideas with some detail. will need to teach paragraphing skills ie. Using SEXY frame etc.
*Teach features of paragraph.
*Give and discuss exemplars
*Exercises in paragraph writing - close procedure
*Modelling
*Collaborating with teacher colleagues / subject specialists
*Co-constructing writing frames
*Use a wide range of written texts to be able to work towards creating coherent , planned whole texts by adding
details to ideas or making links to other ideas and details.
* Teach structure of the paragraph including vocabulary, building supporting ideas and coherence.
*Close analysis of paragraphs by small groups:
- main ideas/topic sentences
- explanations / details about terms, vocabulary etc.
- elaborated information about ideas
- proof [evidence from research, anecdotes, references etc.

References:
McKim,A. + Wright,N. (2012) Reflections on a collaborative Adult literacy and Numeracy Action Enquiry.
Educational Action Research 20(3) September 353-356

Learning Inquiry.
Investigating the success of the teaching in terms of the outcomes, using a range of assessment approaches.

NB.This section is not required for Module 2.

What has been the impact of our inquiry?
What does the data say?
Who is making expected progress? What contributed to that progress?
Who is making accelerated progress? What contributed to that progress?
Who is making some / very little progress but not normal or accelerated? What contributed to
that progress?
Who isnt making any progress? Why do you think this happened?

In your portfolio provide evidence, artifacts of work and reflections as you work through
this inquiry