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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/Group/Syndicate: Mr Webster, Class 9
Room: Various
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.
Raphael House Rudolf Steiner School is a decile 10 suburban State Integrated Area School that takes children from
Kindergarten right up to Year 13 with a role of 320 students. It has a strong Special Character focus following the
teaching philosophy of Rudolf Steiner. Raphael Houses students are overwhelmingly of NZ European/Pakeha
background (77%), but also Maori (7%) and other ethnicities (16%). It has a predominance of female students at 57%.
The way the years are structured, the children get an extra year of Kindergarten and then begin the lower School in
Class 1, which is the equivalent of Year 2 in the State School system.
As a student teacher at Raphael House late in the year, I spent only one spell per week with Class 11 (Year 12), four
spells with Class 10 (Year 11); and 3 spells with Class 8 (Year 9). The great majority of my time was spent with Class
9 (Year 10), observing and then leading Classes 9A and 9B Drama, 9A and 9B Current Affairs (1 spell per week
each), 9B Earth Sciences (more like Outdoor Education 1 double spell per week), 9A English (1 double spell per
week) and Class 9s Art History Main Lesson on The European Renaissance (5 double spells per week) for a
total of 18 spells per week over three of four week practicum. [Main Lessons (MLs) are core units of concentrated
learning that span 3-4 weeks and rotate among the Learning Areas Class 9s prior ML was Social Studies,
Revolutions (of which I observed two classes); its next ML was Drama, Tragedy and Comedy]. I also spent 2 spells
per week with ESOL learners, both Japanese foreign exchange students in Class 9. And I was scheduled to take 2
spells per week with special needs learners, including one spell with three Class 9 boys with whom I have focused
this inquiry.
Overall, I got to know Class 9 very well. It is a class of 28 students with 19 females and 9 males, most of whom are
15 years old. As in all classes, the students represent a mix of backgrounds and abilities and vary in their literacy and
numeracy levels. But, despite the presence of many able students, willing to participate should their interests be
sparked, Class 9 is a tricky class to teach and difficult to engage. As noted by most teachers in the Upper School, it is
disparate collection of young people, still coming out of the throws of puberty and still yet to gel as class for a number
of reasons.
As with all senior classes at the School, Classes 8-12 (Years 9 to 13) are conglomerate of 1) students who have come
up through the Lower School, and 2) students who have joined from the other Steiner School in the region, Te Ra, on
the Kapiti Coast which goes only up to Class 7 (Year 8). Though its unclear to me exactly how, it appears that Class 9
is still working through a shift in dynamics this conjoining introduced. Class 9 is also dominated by females and, partly
as a result of this, and the recent conjoining, the class is quite cliquey, adding to the difficulty in managing it. The
dominant number of girls also means that the centre of gravity among the boys is less likely to be diffused.
Not surprisingly, the girls are themselves generally older than the boys emotionally and intellectually. But the boys
are a particular challenge in this class. Among them are a few with learning and behavioural challenges, which affect
the boys and the class attention. With a strong focus on Special Needs, Raphael House has its own specialized unit
and a special needs coordinator in the Upper School, thus attracting a further mix here, and there are a few in Class 9
requiring special attention. Among the boys are three that I will look at in this inquiry. One, Scott, has quite significant
learning and behavioural challenges. Another, Caleb, sometimes wants to engage in learning but struggles in ability
and has behavioural challenges. A third, Tawera, has learning challenges but is generally pleasant, if very easily
distracted. Of the other boys, Richard, who I have not looked at, is able but is generally dismissive of the learnings,
highly difficult to engage with, often distracts others, is often disruptive and has some behavioural issues. Another two
boys are able and good-natured, but are disruptive and difficult to cajole into the learnings. One boy is able, pleasant
and engaged, but gets caught up in the banter. And two boys are foreign exchange students. One, Japanese, is able
but has negligible verbal English, adding to the teaching challenge. The other, German, has good English and
participates, but is focused on social issues and gets distracted. The boys, small in number, thus gel around a
culture of disinterest, which leads to constant minor behavioural issues that are hard to shift and disrupt the class.
Major behavioural issues usually arise from the likes of Scott and Richard, and possibly Caleb, if any of them are
challenged on these minor issues. Were there more boys in the class, the chances would improve that a more
positively focused clique may have developed, potentially shifting the class dynamic as whole.
While there is generally good learning going on among the girls and some are tired of the disruptions, many of the
girls as in natural engage in the distractions themselves or revert to good-natured chat among themselves. That
said, there are a couple outsiders amongst the girls, who require special and individuated attention to get them to do
anything. One is able and smart, if highly introverted; the other, Waimakere, on whom I will also focus, does not
appear academically able, and is actively intent on not participating (see below). Overall, it becomes apparent at times
that there is a tendency in the class to dismiss, and sometimes denigrate, those that seek to engage in the learnings.
What does the data indicate for this group of target students.
The class as a whole
According to the New Zealand Curriculum, students by the end of Year 10 are expected to have Level 5 literacy and
numeracy. There are no established records for the 6 foreign exchange students (4 from Germany and 2 from Japan),
so I could only generally gauge their abilities, literacy and numeracy levels. The German students were all orally strong,
and wrote and read well in English and participated well in class. The two Japanese students happened to speak very
little English, adding to the teaching challenge generally, but they were pleasant and well-liked within the class. Overall,
the foreign students contributed positively to the class dynamic, but they became part on my inquiry only in a general
sense.
The literacy and numeracy levels of the other 22 longer-term/permanent students to the class were as follows:
Two are working beyond Level 5 in literacy (in reading and writing) and beyond Level 5 in numeracy;
Two are working beyond Level 5 in literacy (in reading and writing) and at Level 5 in numeracy;
Four are working at Level 5 in literacy (in reading and writing) and beyond Level 5 in numeracy;
Five are working at Level 5 in literacy (in reading and writing) and at Level 5 in numeracy;
Two are working toward Level 5 in literacy (in reading and writing) and beyond Level 5 in numeracy;
One is working at Level 5 in literacy (in reading and writing) and toward Level 5 in numeracy;
One is working toward Level 5 literacy (in reading and writing) and at Level 5 in numeracy;
One is working toward Level 5 literacy (in reading and writing) and beyond Level 4 in numeracy;
Student 1 Profile:
Caleb
Caleb is a rather intense, moody young man. He was quite volatile at the beginning of the year but has made a shift
and is containing his himself far better than he was then. That said, when he is cross or feels slighted or just not feeling
well he can be impulsive and disruptive, and he still requires a plan to settle himself. Caleb appears to have a bit of hard
life at home with divorced parents, and in one-to-ones outside class he has noted how his folks fight and he gets the
rap. He has younger step-siblings of which he appears supportive, however. Caleb enjoys physical activity, including
physical education and has taken up boxing, because he doesnt want to get done over by kids in the Hutt as has
happened occasionally apparently. He notes proudly his training regime. He has mates in class, notably Scott and
Richard and Tawera and others and as appears normal at Raphael House socializes with classes above and below.
Caleb struggles with literacy issues in reading and writing. He has trouble absorbing a range of written material even of
a moderate length. He appears unable to write much more than direct answers to standard questions, let alone present
information of his own in an ordered, sequential manner in writing. Calebs verbal nuance is also limited. He also
struggles in Mathematics and numeracy. His numeracy appears to be at Curriculum Level 4.
But he appears to do moderately well in Geography, Outdoor Education and Science and is apparently working at
Curriculum Level 5 in these subjects, despite his limitations. Interestingly, despite his challenges, Caleb wants to
achieve and is very direct in his efforts to meet the minimum required to complete worksheets etc., asking direct
questions like Whats the answer to this? and Is that all I need to say here?. These reflect a wish on his part not just
to get it right but to ensure that the teacher knows he has got it right and for the teacher to give him (at least basic)
feedback on what he has done.
Indeed, Caleb appears quite conscious of his own limitations and progress as well as the pressures he is under. He is
thus quite good at self-monitoring. When grumpy he knows why, indicates that to the teacher and expects the teacher
to give him leeway accordingly! Interestingly, Caleb appears to be a good judge of character of himself and others. Its
unclear what the drop in volatility from earlier in the year was a result of, but its probably a combination of his body
settling out of stage of adolescence, a few life-lessons , and self-monitoring. So there is definitely something to work
with. From what I have seen, I think Caleb is only just working at Level 4 in reading and is still working toward Level 4 in
writing, but according to School-based assessments, Caleb overall is working beyond Level 4 in reading, and at
level 4 in writing, and I worked from this basis.
Student 1: Caleb
The students expected level is working at Curriculum Level 5.
Students at this level
Reading:
1. Decode words, including unfamiliar words, quickly and
automatically.
2. Apply knowledge of features of a wide variety of text
types and forms, and understands how these text types
and forms are used in different subjects and curriculum
areas.
3. Recognise different grammatical constructions (e.g. that
express cause and effect), and uses this knowledge to
understand dense and complex text.
4. Have a large vocabulary that is connected to their own
knowledge of the world, including academic, subject
specific and technical terms.
5. Locate, evaluate, analyse and summurise information
and ideas within texts and across a range of texts
making decisions about their usefulness, reading flexibly
and using reading strategies (e.g., skimming scanning,
note-taking, annotating, mapping, coding information,
rephrasing) to gather information and re-organise it for
their own purpose.
Student 2 Profile:
Tawera
Tawera is gentle, quiet, struggling with literacy issues and extremely shy about his challenges. A Maori boy from the
Kapiti Coast, he joined the Class 8 at Raphael House last year. Its unclear how his challenges have developed, but it
appears to be a combination of lack of natural academic inclination, poor focus, and poor support. His mother whom I
have met once is articulate, educated and supportive, knows he is quiet and implicitly knows his academic inclination is
Student 2: Tawera
The students expected level is working at Curriculum Level 5.
Students at this level
Reading:
1. Decode words, including unfamiliar words, quickly and
automatically.
2. Apply knowledge of features of a wide variety of text
types and forms, and understands how these text types
and forms are used in different subjects and curriculum
areas.
3. Recognise different grammatical constructions (e.g. that
express cause and effect), and uses this knowledge to
understand dense and complex text.
4. Have a large vocabulary that is connected to their own
knowledge of the world, including academic, subject
specific and technical terms.
5. Locate, evaluate, analyse and summurise information
and ideas within texts and across a range of texts
making decisions about their usefulness, reading flexibly
and using reading strategies (e.g., skimming scanning,
note-taking, annotating, mapping, coding information,
rephrasing) to gather information and reorganise it for
their own purpose.
6. Monitor their understanding as it develops and adjust
their strategies.
Writing:
1. Knows a wide variety of text types (genre) and txt forms
(e.g. magazine articles), knows specific features and
structures associated with each, and uses appropriate
text types and forms flexibly in different subject areas.
2. Plan their writing according to the purpose
3. Explains concepts, processes, phenomena, theories,
principles, beliefs and opinions.
4. Achieves coherence and cohesion in paragraphs or
longer sections of writing.
5. Has a large productive vocabulary that includes:
academic, subject-specific, technical terms, and some
low frequency words and phrases.
6. Uses nominalistation to express increasingly abstract
and complex ideas that conform with academic
conventions, and creates links that increase
conciseness and coherence of writing.
Student 3 Profile:
Scott
Scott is a troubled kid, struggling with literacy issues, behavioural issues and - to compound matters - the loss of his
father to suicide in May. He is actively dismissive of the learning in class, has little to no attention span, bangs on tables,
grunts, grimaces and mimics. This does not happen all the time; indeed sometimes Scotts engagement can be positive
apparently, but I myself have not seen this often. Behavioural issues are better than they were earlier in the year, but
under stress these habitual mannerisms magnify, and if he is corrected on his behaviour in class it often gets worse. At
core, I think Scott feels threatened and deeply insecure in himself not surprisingly. Because learning is such a struggle
for him, he holds almost all teachers at arms length except for a couple, and even for these couple there is a lot of work
involved in getting Scott to settle and focus on his some limited learning. Scott has mates in class, namely Caleb and
Richard, but it is hard to gauge the depth of their relations. Caleb, tends to add to and encourage Scotts antics if he
himself is agitated and/or not engaged. Richard has a tendency, if he is agitated to egg Scott on as well.
According to School-based assessments, Scott is working at is working at Curriculum Level 4 in reading, and
toward Curriculum level 4 in writing. For numeracy he is working toward Curriculum Level 4. English and
Mathematics are most difficult for him, but he too, like Caleb and Tawera, appears to do better at the more hands on
manner in which the Sciences can be taught. He is apparently more engaged in the Sciences, has a particular interest
in strange animals, notably the axolotl.
I had some hesitancy in choosing Scott as one of my four target students because of his behavioural challenges, but
there were no others in the class that deserved special attention for literacy issues. Scott also gets a huge amount of
attention from the Special Needs Coordinator at the school, including regular one-on-one sessions, and a graduated
management plan is in place when his behaviour in class gets difficult. So with such support I decided I had to make the
attempt.
Student 3: Scott
Reading:
1. Decode words, including unfamiliar words, quickly and
automatically.
2. Apply knowledge of features of a wide variety of text
types and forms, and understands how these text types
and forms are used in different subjects and curriculum
areas.
3. Recognise different grammatical constructions (e.g. that
express cause and effect), and uses this knowledge to
understand dense and complex text.
4. Have a large vocabulary that is connected to their own
knowledge of the world, including academic, subject
specific and technical terms.
5. Locate, evaluate, analyse and summurise information
and ideas within texts and across a range of texts
making decisions about their usefulness, reading flexibly
and using reading strategies (e.g., skimming scanning,
note-taking, annotating, mapping, coding information,
rephrasing) to gather information and reorganise it for
their own purpose.
6. Monitor their understanding as it develops and adjust
their strategies.
Writing:
1. Knows a wide variety of text types (genre) and txt forms
(e.g. magazine articles), knows specific features and
structures associated with each, and uses appropriate
text types and forms flexibly in different subject areas.
2. Plan their writing according to the purpose
3. Explains concepts, processes, phenomena, theories,
principles, beliefs and opinions.
4. Achieves coherence and cohesion in paragraphs or
longer sections of writing.
5. Has a large productive vocabulary that includes:
academic, subject-specific, technical terms, and some
low frequency words and phrases.
6. Uses nominalistation to express increasingly abstract
and complex ideas that conform with academic
conventions, and creates links that increase
conciseness and coherence of writing.
7. Knows generative principles of word formation (roots,
suffixes, prefixes) and can apply knowledge to extend
productive vocabulary.
8. Uses a wide range of text conventions (grammer,
spelling, punctuation) appropriately with increasing
accuracy.
9. Correctly acknowledges source of information, e.g.
quotes.
here, Scott can then progress to other aspects of his reading challenges and begin to put a bit of this knowledge
into gradually more complex writing efforts.
A key thing here will be to engage Scotts interests so as minimize behavioural issues and not allow them to
distract from his (and the class) learning. Ill have to construct learnings that can engage these interests by
designing tasks and activities where his topic interests can be used.
I will also look to have the learning tasks I teach in the main classes specifically targeted during the time he is
allocated in his one-to-one special needs sessions to back up his learning in the main classes.
Beyond that, it is clear that Scott needs concerted individual attention, not just by myself but by the wider teacher
body.
Student 4 Profile:
Waimakere
Waimakere is from the Far North, but her mother and father have split and with her mother apparently absent from the
scene Waimakere has been sent by her father to live in Wainuiomata with an aunt. Waimakere does not want to be in
Wanuiomata at all, nor does she want to be at Raphael House, and teachers responsible for her say that her plan is to
make her situation both at home and at the school untenable thus forcing her aunt to send her home to her father. At
school, Waimakere has refused to participate in almost every class. She is sullen, withdrawn, recalcitrant, makes no
effort to engage with teachers and actively refuses overtures by saying she cannot or will not do what is asked of her.
Her conversation is short, sharp and simple and when challenged, simply takes the consequences. She engages
marginally with a few other students over class jokes but is largely ignored. None of the other students target her in any
way, so she is in many ways an island. She has responded actively to me only in describing where she is from and
where she lives.
Waimakares participation in the classes I have taken has been so little that it is been almost impossible to gauge for
myself what she can and cannot do. School-based assessments and comments from other teachers indicate that
Waimakere is working beyond Curriculum level 4 in reading, at Curriculum Level 4 in writing literacy and
toward Curriculum Level 4 in numeracy. I am not surprised by this, but its possible that Waimakere is more capable
than she appears. Its also possible that a lack of capability is playing a role in Waimakeres reticence to get involved in
learning.
I have likewise had to glean Waimakeres specific capabilities in reading and writing from other teachers. Even then it is
difficult to ascertain for myself what her priorities are without more detailed knowledge. My estimation is below but again
I will have to fine-tune this assessment as evidence becomes apparent.
Student 4: Waimakere
The students expected level is working at Curriculum Level 5.
Students at this level
Reading
1. Decode words, including unfamiliar words, quickly and
automatically.
2. Apply knowledge of features of a wide variety of text
types and forms, and understands how these text types
and forms are used in different subjects and curriculum
areas.
3. Recognise different grammatical constructions (e.g. that
express cause and effect), and uses this knowledge to
understand dense and complex text.
4. Have a large vocabulary that is connected to their own
knowledge of the world, including academic, subject
around how to put a fairly decent understanding of what it is to teach well into practice. I have strengths in relating to
kids, subject knowledge and keeping an eye on the big picture in their learning as well as outlining what we are doing
and why.
But I am text and verbally heavy (despite a keen interest in visuals) and need to work hard to get variety into learning
tasks as well as manage transitions between activities. I tend to lead rather than facilitate learning, and I tend to speak
to the more capable levels within a class rather than those who might be struggling. If I can do the latter, it is at the
expense of stimulating the more advanced students in the class. A particular challenge will be to engage kids who are
uninterested, especially while attending to wider class needs. While these are relevant challenges even for experienced
teachers, I need to find my own way in these. Overall, then, there is a bit to work on as I try to attend to the learning
needs of the four target students.
I use as my key guide for my teaching two guides:
1) key Graduating Teacher Standards
2) the outline of elements of what effective pedagogy looks like found on pp. 34-35 of The New Zealand Curriculum,
of which the key elements are:
I will measure myself against these elements to help ensure that I create tasks, target learnings and teach the class
effectively both in planning and practice.
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.
At the start of each lesson I will explicitly outline intended learning outcomes and activities for the day, including
around new or revisited vocabulary, and how this will help increase literacy skills and subject knowledge; and at the
end of each lesson I will note what we have covered restating our intended goals as well as what to expect next
lesson. This will increase student clarity around what and why they are doing what they are doing as well as
reinforce their own monitoring of their learning and progress and assist student reflection. We can also take this
time at the beginning and end of lessons to encourage student voice, giving me core material to reassess the
students learning needs and my own teaching.
Overall, my aims will be modest: to strengthen the vocabulary of our four target students as well as use this
process to build some of the skills and knowledge needed to get them a little closer to toward Working toward
Curriculum Level 5 in reading, and perhaps a little closer toward working beyond Curriculum Level 4 in writing; all
while attending to the learning needs of other students in the class as well.
word studies on key vocabulary (definitions, tense, origins, prefixes, suffixes, synonyms)
before and after vocabulary exercises to allow students to see their improving knowledge of key words
introduce and explain associated language or linking words that helps students use the key vocabulary
in writing and speaking, and then using them in verb story exercises using verbs and linking words to
explain a process or a sequence of events or a relationship (depending on the topic focus and key
vocabulary), (or possibly adjectives to describe nouns). Get students to work together to complete
descriptions.
part sentence exercises and part diagram, full text/full diagram, part text exercises, getting students to
work in pairs.
cloze exercises with a particular look at the key vocabulary as well as the associated language.
picture matching exercises matching pictures to descriptions and then turning to partner to describe the
processes/events in the picture.
writing frames exercises using and key vocab list linking words - frames differentiated for different
abilities: (sentences to finish for the less able; cloze texts for the average students; and titles only for the
advanced students)
homework to find examples and descriptions of the topic focus and use of the key vocabulary.
ordering/sequencing sentences, looking at words that gave us clues what that sequence is
say it exercise: describing parts of that sequence verbally (and listening by others)
dictigloss activity using listening, reading, speaking and writing - many opportunities to notice and then
use new language/words,- listening for, understanding and rewriting.
Content-focused tasks
self-assessment survey on what they know, what they want to know more about, and what they really no
nothing about.
get students to describe in writing what they know about a subject/topic on own, then compare in groups,
then build on prior knowledge.
use Finding out tables and other exercises to check prior knowledge.
present story, video and photography prompts to introduce the topic, and prompt discussion.
Conduct class, large group, small group and paired discussions and feedback at all stages of learning.
Carry out brainstorming, mind-maps, anticipatory reading guides, to get into the issues and texts.
Guardian of the person exercises (also differentiated in terms of difficulty); sharing with others in the
group; then identifying a key element of [story, event, process, action, etc.]
Use concept stars, venn diagrams, T-charts, story maps and cloze exercises and various graphic
organizers to help students organize information and data in more digestible ways.
suggest formatted cause and effect diagrams and graphic organizers of process and events; get students
to devise their own formats and share with others; and get them to use these organizers to frame and
produce their writing.
suggest scaffolded formats and graphic organisers to summarise concepts, processes, phenomena,
theories, and get the students to devise their own and share with others; and get them to use these
organizers to frame and produce their writing.
suggest scaffolded formats for note-taking and text summaries; get students to devise their own and share
with others.
I will clearly outline intended Learning Outcomes at beginning of all lessons and all tasks, note what we
have covered at the end of each lesson, and regularly check in with students as to how they think we/they
are going.
I will check-in with students regularly during lessons, query content knowledge, making regular sum ups of
what we are learning.
I will closely monitor student participation in class exercises, ensure that they keep a record and monitor
their own progress, and keep a record myself, gauging the results and altering the teaching-learning as
needed.
I will conduct regular, short tests for skills and knowledge on topic focus and key vocabulary, but many of
the varied learning tasks themselves will act as tests for skills and knowledge practiced in previous tasks
and activities.
I will do a few tests on topic focus. These will be marked and recorded for formative assessment and
teacher purposes, but will not count against final summative assessment.
I will conduct quick closing activities at the end of most lessons, e.g., a short writing frame to gauge
students understanding, asking myself: Have they understood what we were aiming to learn? What are
they missing? What will be my starting point next lesson? This will be a gauge for them as well for them to
reflect on their learning and reinforce it,
I will also look to ask each student at the end of each lesson to write down one question about the topic
and/or vocabulary they would like to know the answer to next lesson.
What informs your choice to work this way with the students, What does the research
say or what is promoted by teaching experts?
ESOL Onlines Making Language and learning work DVDs were a critical resource and area of clarity for me.
They can be found at: http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy/Making-language-andlearning-work.
New Zealand Curriculum Update 12 on Teaching as Inquiry (August, 2011) summarises findings by the Education
Review Office on how Teaching as Inquiry is being implemented in schools. It outlines effective practices in schools
that enable Teaching as Inquiry to flourish. It can be found at: http://assessment.tki.org.nz/Research-andreadings/Teaching-as-inquiry.
I also found useful the video presentation by Graeme Aitken, The Elements of Teaching Effectiveness and his
background paper, The inquiring teacher: Clarifying the concept of teaching effectiveness, which can be found at:
http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principalsmodules/Module-2-Teaching-effectiveness.
For my particular social science bent, I also found useful Effective Pedagogy in Social Sciences: Tikanga Iwi, by
Graeme Aitken and Claire Sinnema, The University of Auckland, November 2008, particularly around good learning
mechanisms and those that work with diverse learners, and the development and use of case studies, which
helped tease out and uncover the ways in which particular pedagogical approaches were working, for whom, and in
what circumstances, and thus [become] a key tool for synthesising a diverse range of evidence for a learning inquiry.
This is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. It can
be found at: https://www.educationcounts.govt.nz/publications/series/2515/32879/35263.
The Teaching Inquiry and Key Competencies PDF at http://assessment.tki.org.nz/Assessment-in-theclassroom/Teaching-as-inquiry/Teaching-as-inquiry-practical-tools-for-teachers/Inquiry-and-the-Key-Competencies,
was also very useful way to approach my four target students in terms of how they might be helped to develop the
competencies outlined in the New Zealand Curriculum (pp.13-14). It was clear that Scott and Waimakere had some
deep challenges in almost all of the Key competencies.
There are some very useful suggestions about developing a subtle and effective teaching inquiry and improving
teaching-learning in the Powerpoint presentation Using Classroom observations to improve literacy teaching and
learning, Some thoughts, Trish Holden (2011).
Learning Inquiry.
Investigating the success of the teaching in terms of the outcomes, using a range of assessment approaches.
Putting my focus inquiry and teaching inquiry into practice was challenge and a real learning for me. These inquiries
helped me immensely, and I was able to put new things into practice. I used some of the planned approaches and was
able to make vocabulary generally a focus of my teaching. But despite all my preparation and thought including
getting to understand the target learners Caleb, Tawera, Scott and Waimakere and the satisfaction I got out of
developing an approach around vocabulary and language a number of factors made it difficult to really put my
strategies and learning tasks into practice, for the target students in particular. So while I got a huge amount out of the
teaching as a whole, the learning inquiry was itself more learning about the challenges of:
The learning inquiry was a success in that I learned I needed far more time and effort to get anywhere close to what I
had hoped with my target students, but it wasnt a success in terms of any apparent progress on the part of at least
So Scott made no apparent progress. There may have been one glimmer of hope: he allowed me to help him choose
points for proportion his copy of an original piece of perspective art (Uccello, 1460) in Art History just once a moment
when the class was focused, no anxieties or urges were flooding him, and, I suspect, when he felt hed better make a
little progress since everybody else was. It was fleeting moment, but it might be something that can be worked on.
Further out, however, Scott needs a more concerted approach, and progress is likely to slow especially until
adolescence and the hormones settle. He needs considerable one-on-one time, but as the new guy he wasnt going to
let me in. I suspect his issues are deeper than just behavioural. It would have taken a huge concentrated effort on my
part time for which I did not have to have made anyway headway with Scott, and that would have taken me away
from my responsibilities to the other students.
I am not giving up on Scott, as I am likely to be relieving at Raphael House next year. My lack of success here is an
issue of deep challenges Scott has, but it is also result of the little time I had over the teaching practicum and my own
teaching challenges around approaching issues like his. This inquiry may have its worth yet, as I will be able to share it
with teachers at Raphael House and have the opportunity to teach Scott again. We will see.
Waimakere made no apparent progress
Waimakeres issues were also extremely limiting, particularly given my responsibilities to the other students and the lack
of time I had to whittle down her defences and cajole some improvements in her class participation especially as a
new, distrusted teacher. As with Scott, I found I was unable to make a connection with Waimakere, and I failed to
arrange a time myself outside regular classes to attempt to do this. I now realize this would probably have been critical
to any minor incremental success. It is not clear how much that would have helped anyway as, again, getting more than
intermittent participation from her will have almost certainly required considerably more time than I had on practicum.
In class, Waimakere did not disturb other students, but nor did she participate except in the practical art side of Art
History Main Lesson. When I started Current Affairs classes and asked everybody about where they lived and who with,
Waimakere responded relatively fully to my questions and prompts, so there too was an in. But I could not entice any
further participation in the class, nor in Drama, which she had a particular aversion to. She simply shook her head no,
and nothing my associate teachers did could change that either. So my work on language-focused activites and others
went unappreciated. One cold day when she was huddling next to the class heater, I insisted she return to her desk or
go into the hall and she simply walked out of the class in a huff.
So Waimakere made no apparent progress either over the time I was with her. Waimakeres lack of participation in class
was a going concern for teachers around which there was no resolution; this would have taken considerable effort and
time from quite few teachers and perhaps the principal, but all of them were caught up in end of year assignments and
assessments. As I am likely to ne at Raphael House next year, I hope to use this information and a deeper profile to
perhaps help in the future.
Caleb made expected progress
There were some good developments with Caleb who, because of his inclinations described in the Focusing inquiry,
responded to my open and approachable nature. A relatively positive rapport was established, interspersed with regular
bouts of poor behaviour and disruption in the class as he was either influenced by others, came to school with issues
that were bothering him, or generally just got caught up in the antics of the class. I had to send him out of the class a
few times and he would go happily sometimes.
But other times he did so grumpily, and his sense of indignation was sometimes impressive. A big part of him just wants
to be part of the action. It was hard to get him involved in Current Affairs, but he did join in on occasion, volunteering
events he was interested in outlining them basically using the formatted cause and effect diagrams and key
vocabulary. With cajoling, he participated in Drama in most lessons, joining warm-up exercises and working with others
to perform skits around themes, characters and dynamics and word prompts.
Caleb was most involved in Art History, notably when my associate teacher was around but also when she wasnt,
dutifully filling in worksheet activities (as simply and as quickly as he could) and drawing up his copy of an original piece
of perspective art for the summative assessment. And for this he usually came to me. Around the language-focused and
other activities, Caleb made some engagement, enquiring about word meanings (briefly) and using them in assigned
worksheets and class activities. Interestingly he did not always sit with his mates, instead sitting with others or where he
was asked. With constant coaxing Caleb also worked with me and others in Earth Sciences in gathering and chopping
timber for huts and earthen retaining walls.
So Caleb, given the few weeks considered here, made probably expected progress. Overall, I felt I had some positive
influence on Caleb, but this was due in most part to his own inclinations. That said, he did seek me out in class and I did
hear him using words I had introduced, so these were wins.
Tawera made no apparent progress
For his part, Tawera was open to learning. He remained complicit in class disruptions but did not actively instigate them.
He also took instruction as ably as he could. But he was easily distracted, and while his behavioural issues were
minimal, it was clear he needs considerable support to consolidate any learnings.
So Tawera likewise made no apparent progress over the period of the inquiry. Had I been able to have four solid spells
with him alone, I might have been able to teach some vocabulary and approaches to vocabulary as well begin to
navigate a few text types. But the one spell I had with him wasnt more than a little window into his challenges, and
normal class time afforded me only a few minute here or there with him - not enough to ensure some progress. So his
too is a wait and see situation, one I could only affect should I return to Raphael House.