Claire Amos – New Zealand – Teaching as Inquiry

@claireamosnz   Teaching as Inquiry: a mechanism for leading meaningful and manageable change.

An article Claire has written on this topic

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A lot of her work based on Epson Grammar School and the work she has done there.

It’s a simple common sense process but done very explicitly and is completely transferable.

The future is unknowable, but not unimaginable – Ludwig Bachmann

With this above point – there’s no point sweating over the details but we do need to be willing to change.

We need to think about the things we can predict:

  • More information
  • More people
  • more careers
  • fewer resources

We are living in the age of change but more importantly – an ever increasing rate of change.

Moore’s Law:  “The only thing that is constant is change” –

Future focussed skills  – frameworks like the 21st Century Fluencies

communication, collaboration, critical thinking and problem solving, creativity, information and media fluency

Future Focused Pedagogy

Inquiry, at times self directed, problem based, personalised yet collaborative

Leading Meaningful and Manageable Change.

Solution is quite simple – adaptive experts also know how to continuously expand their expertise, restarting their knowledge and competencies to meet new challenges.

Essentially, as teachers we have to reframe our ideas of ourselves.  We have to accept that teachers need to be involved in action research and to be given the time and space to trial things, gather data about their effectiveness, to reflect on them and to share.

They need to focus the inquiry on where the students are at.  Get the data from the class.  They need to ask themselves what strategies (evidence based) are most likely to help my students learn.

Staff came up with their own eLearning Action Plan 

In this action plan – they defined what they wanted to improve or focus on .

The staff member is expected to research the ICT strategies that might be possible to use. We need to argue for each person to find the best tool for them.   Find the tools and intervention that best suit you.   Trial them and collect data.  Start writing a learning story.  Share their findings.   They did this in a learning cafe situation where sharing was done in groups of 3 or 4.   Sharer only allowed to talk.

So does this work?

Sigmoid Curve Model  – the best gains are made after you have started gains.

The model improved after one year.

We have to put teachers in the situation where they are taking responsibility for their own learning.


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