CoL inquiry - LEARN checklist

During our first CoL meeting for Term 2 we were introduced to a new Inquiry Framework. It followed our Learn, Create, Share pedagogy and so I have made a summary page for the 'Learn' part and matched it up with my inquiry posts in Term 1. This is focussing the inquiry - "What is important? (and therefore worth spending time on) given where my students are at?"

As you can see, one of the areas I need to work on is 'Scan' - what outside factors are contributing to students not being able to retain number knowledge well in their heads.

This term, I will looking at the 'Share' part of our framework.

Gather evidence	Student achievement data eg. standardised tests, OTJs, internals and externals Anecdotal evidence eg. observations, formative assessment tasks, student voice,  parent voice, previous teachers, surveys,  learning walks and reciprocal visits	Accelerating Learning for our priority learners CoL inquiry - 3 weeks in Making learning rewindable through digital affordances End of Term 1 - Inquiry Reflection
Scan	Wider perspective on learning not just aspects that are easily measured eg considering perspectives of our young people and their whānau. How engaged are they with learning? Can they describe what they are learning and why it is important?  (AfL) Links to Key Competencies
Identify Trends	Looking at all the evidence, thinking hard about its “shape”. Noticing where there are cohort trends that extend out beyond the class, to the team or department, maybe even for this school across schools in the CoL Clearly identifying the common learning challenges or problems. Looking for and identifying strategies that are known to have the greatest impact on on this/these challenges	Accelerating Learning for our priority learners CoL inquiry - 3 weeks in End of Term 1 - Inquiry Reflection
Hypothesise	Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. These theories for improvement should connect with the inquiries related to the Achievement Challenge of the Department/Team, the School and the CoL.	Accelerating Learning for our priority learners
Research	“This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts.”	Number Knowledge framework - PD Making learning rewindable through digital affordances
Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	End of Term 1 - Inquiry Reflection CoL Inquiry - Term 1 highlights