Spirals of Inquiry

&

Networks of Inquiry and Innovation

Judy Halbert & Linda Kaser, October 21 2013

Questions to explore

1. What are the goals of the networks of inquiry and innovation?

2. What are we learning?3. How is this work connected

internationally? 4. Why the focus on inquiry?

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Click to add bullet

Moral Imperative

Every learner crossing the stage with dignity, purpose

and options

ALL learners leaving our schools MORE curious than when they arrive

ALL learners with an understanding of and respect for Aboriginal perspectives

Schools 10 – 30% of BC schools

Teachers & Support Staff 1000+

District & School Leaders 300

Network Leaders 75

Students 60,000

Graduate Students – 350 plus coaches since 2005

http://inquiry.noii.

ca

Impact Assessment2013

“As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me.

…We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

“Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

Spirals of Inquiry

Roots in BC and New Zealand

2004 to 2010 Goal: to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

FOCUS ON SUSTAINABILITY

What happens when the project is over and the support dries up?

Helen TimperleyUniversity of Auckland

2013

Coherence and Inquiry and Key Dimensions for Sustainability

of Professional Learning

Two key research findings

If teachers applied what they had learned in systematic ways then this appeared to be a sufficient threshold to support outcomes for new cohorts of students that were similar to gains in student achievement while participating in the LPDP.

Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

Global Interest – Inquiry, Leadership,

Literacy, Networks to Transform Systems

http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm

Strengthening International Connections

A Disciplined Approach to Inquiry

Weaving Three Ways

Learning is holistic,

reflective, experiential

and relational

Learning from Research

Building on Experience

Creativity and Innovation

Contact Information

Judy.halbert@gmail.comlkaser@telus.net

www.noii.ca http://networksofinquiry.blogspot.ca

Twitter @jlhalbert