The BCTF Teacher Inquiry Program
is a process that involves a group of
teachers coming together to pose
questions about their practice and
then proceeding to find out the
answers to their questions, often
through the vehicle of action research.
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Why engage in inquiry?
• Teaching and learning are complex processes
that address complex issues.
• It is a useful tool that open up the processes
and issues to questions, reflection, and action.
• Collaborating with colleagues helps with
analysis and understanding our work.
• Change can be scary. Supported change is
exciting.
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Teacher inquiry
is a specific type of self-directed PD
“Learning more can come from peers, research
or knowledge that is generated together, but the
starting point is one’s own practice.”
Lieberman, A. (2007) Professional Learning Communities: A reflection. In still, L. Louis, K.L.,
Eds.Professional Learning communities: Divergence, Depth and Dilemmas
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Teacher inquiry includes the
following principles:
• It taps into teachers’ lived experience.
• It includes open questions (ie., whatever
questions participants bring).
• It involves an inquiry group of colleagues.
• It invites and encourages recipricol learning.
• It is run by teachers for teachers.
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What does the process look like?
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From beginning to end.
I wonder about…
Is this really what I want to know…
Let me investigate by looking at…
What does my investigation tell me…
How does this change my practice…
Let’s celebrate our inquiry by sharing what we
found out.
SD#23 Video
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Ways to Collect Data
HOW TO ORGANIZE, ANALYZE,
INTERPRET AND PRESENT DATA
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Learning Intentions
• To facilitate the process of developing a
learning community
• To analyse data
• To think and plan what the final project
will look like
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Year Plan
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3 days
½ day– Analyzing Data
½ day –Preparing Presentation
May 26 (4-6) – Final Celebration
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GROUP NORMS (AGREEMENT) KELOWNA
PQT INQUIRY
• Active participation by all
members
• Follow through between
sessions
• Open and respectful exchange
of ideas
• Coffee/sweets
• Time for work
• Flexibility
• Quiet working time
• No chatter or background
noise when
presenter has the floor/no side
talk
• Full participation from
everyone
• Feedback from others
•Active listening
•Focused learning environment
•Sharing of ideas
•Facilitation/engaging activities
•Clear outlines and direction
•Visual examples
•Respect and trust
•Release time
•Accepter les differences
•L’honnetete dans le groupe
•Bonne untilisation du temps
donne
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Processing Piece
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Listening Triads: In groups of 3 letter off A,B,C.
A) teller, B) asks clarifying and probing questions “I think what
your saying is…so tell me more about…or “Can you say more
about”…, C) records on chart paper what A is saying (observer)
• A has five minutes to tell...then the observer leads the two
minute debrief of what they recorded on chart paper.
• A tells: What their question was. What they did. What data they
collected. What they are noticing. What was your
question? What was your plan? What data did you
collect? What are you noticing?
• C writes this on chart paper:
• 30 minutes
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What Effect Size do the following
influences have on student
learning?
Low (.00 - .29), Medium (.30 - .59), High (.60 – up)
Influence
Rating (Low/Med/High?)
Student control over learning
Teacher subject matter knowledge
Reducing class size
Individual instruction
Simulations and gaming
Teacher expectations
Influence of peers
Direct instruction
Teacher-student relations
Feedback
Student expectations
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What Effect Size do the following
influences have on student
learning?
Low (.00 - .29), Medium (.30 - .59), High (.60 – up)
Influence
Student control over learning
Teacher subject matter knowledge
Reducing class size
Individual instruction
Simulations and gaming
Teacher expectations
Influence of peers
Direct instruction
Teacher-student relations
Feedback
Student expectations
Rating (Low/Med/High?)
Low (.04)
Low (.09)
Low (.21)
Low (.22)
Medium (.33)
Medium (.43)
Medium (.53)
Medium (.59)
High (.72)
High (.75)
High (1.44)
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Collecting data/ analyzing data
• “Educators, whether leaders or teachers,
make hundreds of decisions in a day. Not
every decision requires a major research
study. However, decisions that have farreaching consequences or are high stakes
deserve to be investigated thoroughly
through the lenses of pertinent data, as a
way of either validating hunches or
rethinking ideas.” Professional Learning Conversations: Challenges in Using
Evidence for Improvement
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WHY DO WE COLLECT DATA
• Accountability to myself and my students
• To Learn
• Individually is what I am doing making a
difference
• Collectively to know if what we are doing is
making a difference
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TYPES OF DATA COLLECTION
QUALIITATIVE DATA
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STRUCTURED INTERVIEW
OPEN INTERVIEWS
CASE STUDIES
SIMLUATIONS
OBSERVATIONS
CONTENT ANAYLSIS
LOGS, JOURNALS WRITINGS
FOCUS GROUPS
QUANTITATIVE DATA
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PERFORMANCE TESTS
WRITTEN TESTS
WRITTEN QUESTIONNAIRES,
SURVEYS
INVENTORY
BEHAVIOURAL ANALYSIS
CONTENT ANALYSIS
Q-SORTS (RANKED VALUES…)
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Relevant Data
• What data sources will give you
the most meaningful information
to address your question?
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PROCESS FOR ANALYZING DATA
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Go through all the data and make notes as you go
Look for themes, patterns, big ideas, key words
Narrow the themes down to 3-5
Go back through all of your data code and label for themes
to help you organize
Write what you see, what questions you have, what you are
learning, new ideas
Review your information what is emerging, sticking out
Identify the main points by theme, chronological…
Draw the information together include evidence that
supports your themes
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Graffitti
DRILLING DOWN INTO DATA:
ANALYSING DATA
• We need groups of 4-5 at each table with data
• write notes on stickies about the data.... ask
clarifying/probing questions as you are
writing...
• The owner of the data steps back and only
answers clarifying/probing questions
• Poster paper/post its/felts
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NOW WHAT
• Applying what you learned to your own data
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Why present your key findings?
• To clarify your own thinking about your
work
• To add to the knowledge base on
teaching
• To create opportunities to learn from
each other
• To make a difference – to inspire and
influence change
• To celebrate
• “To feel that I am a successful teacher
and to realize that I have a contribution
to make outside the walls of the
classroom and school is a positive,
empowering experience.”
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•
"An unshared teacher inquiry is like a stone lying
beside the pond. Unless that Inquiry is tossed into
the professional conversation and dialogue that
contributes to the knowledge base for teaching, the
inquiry has little
chance of making change. However, once tossed in,
the inquiry disturbs the status quo of educational
practices, creating a ripple effect, beginning with the
teacher himself or herself and his or her immediate
vicinity (the
students and his or her classroom) and emanating
out to a school, a district, a state, eventually reaching
and contributing to the transformation of the
perimeter of all practice - the profession of teaching
itself."
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Presentation
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*What to focus on?
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-What was my interest in this topic and why was it important to me?
-How did I go about exploring this issue?
-What were the two or three most important things I discovered?
-Did I read any articles/literature on the topic that helped me think it
through? Perhaps adding a quote can be useful to show connection from
individual practice to wider thinking.
-How did my conversations with peers help me get insight into the issue of
interest to me? How important are those conversations as a part of PD?
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- Did I find something I did not expect to discover - about the issue? About
myself?
-Did it impact my students or peers in school in a positive way?
-How did it change my thinking and/or my practice?
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Presentations/Celebrations
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Ways to present your key findings
Display or poster (perhaps with a one-page handout)
DVD
PowerPoint
Presentation
• Narrative
• Other…creativity is allowed
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• District Celebration & Presentation An
interactive process – those doing the research
share their stories
May 26, 2016
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• “One of the reasons we
engage in teacher research is
that it honors all the great
complexity of teaching”
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In Closing… THE WHAT AND WHY
• Exit slip…
• HERE’S WHAT! “What did we just learn”
• SO WHAT? “What does this mean, how would I use
this, what are the implications to my practice”
• NOW WHAT? When can you see yourself using it?
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IF TIME ALLOWS DANIEL PINK ON
MOTIVATION
• http://www.youtube.com/watch?v=u6XAPnuF
jJc
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