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Inquiry as stance
Guiding
Questions
What is inquiry?
What is teacher inquiry?
What has inquiry got to do with teaching, learning and curriculum?
Reading/s
(Choose one to
read and
complete an
entrance slip)
Clarke, A., & Erickson, G. (2006). Teacher inquiry: Whats old is new again! BC Educational
Leadership Research, June.
Fichtman Dana, N., Yendol-Hoppy, D. (2009). Teacher inquiry defined. The reflective educator's
guide to classroom research. Thousand Oaks: Corwin Press.
Wolk, Steven. (2008, October) School as Inquiry. Phi Delta Kappan, Vol. 90. No. 2, 115 122
Guiding
Questions
What are some of the key qualities of teacher inquiry? What is the purpose and impact of teacher
inquiry?
What is the distinction between teacher inquiry and teacher research?
Reading/s
(Choose one
inquiry to read
and complete an
entrance slip)
Shamsher, M., Decker, E., & Leggo, C. (2003). Teacher research in the backyard: KitimatTerrace teacher research. Vancouver, BC: British Columbia Teachers Federation.
(Select article of interest)
Complete an exit slip possible inquiry questions/topics that you are interested in.
Teachers questions
Guiding
Questions
What kinds of questions do teachers ask? Where do teachers questions come from? What
constitutes a good question?
Reading/s
(complete an
entrance slip)
Sims, M. (1993). How my question keeps evolving. In Cochran-Smith, M. & Lytle, S. (Eds.)
Inside-out: Teacher research and knowledge, (pp. 283-289). NY: Teachers College
Press.
Halbert, J. & Kaser, L. (2013). Spirals of Inquiry for equity and quality. Vancouver, BC:
BCPVPA (p.47-49). *in class reading
Complete the survey with your refined inquiry question(s)
Guiding
Questions
Reading/s
(complete an
entrance slip)
Friesen, S., & Clifford, P. (1993). A curious plan: Managing on the twelfth. Harvard Educational
Review, 63(3), 339-358.
Halbert, J. & Kaser, L. (2013). Spirals of Inquiry for equity and quality. Vancouver, BC:
BCPVPA (p.47-49). *in class reading
If you havent already complete the survey with your refined inquiry questions
Guiding
Questions
Why and how might teachers, individually and collectively, enlarge their perspectives on a
classroom issue or problem?
What are some of the key perspectives they use to frame educational research? How
do teachers identify and assess arguments in the research literature?
Tripp, D. H. (1990). Socially critical action research. Theory into practice, 29(3), 158- 166.
Reading/s
Halbert, J. & Kaser, L. (2013). Spirals of Inquiry for equity and quality. Vancouver, BC: BCPVPA (p.47(Complete an
49). chapter 1 and chapter 3
entrances slip for
each reading)
no class sign up for an interview with me 8 min each to learn more about you and review
your proposed inquiry questions.
Week 6 (October 9th): Generating Observations
Topic
Guiding
Questions
Reading/s
Making Judgments
Guiding
Questions
Reading/s
What kinds of considerations do teachers make when creating conditions for student
learning?
How do teachers make good judgements about how to act?
What kinds of information might teachers gather to assess their action?
Guiding
Questions
Reading/s
None
Meet with librarian to look at search terms and possible sources
Guiding
Questions
Reading/s
None
How has your inquiry changed because of the practicum?
Guiding
Questions
Readings
Week/Lesson 11 -13 (November 27th, December 4th and December 11th): Consultation Sessions Preparing the
Inquiry Project
Topic
Guiding
Questions
Readings
Teacher candidates engage in inquiries; individuals and groups meet with course instructor for
regular reporting and feedback.
Proposal due November 27th and Annotated bibliography due December 4th
Teacher candidates consult regularly (about their readings, ideas and questions); they engage
critically with other project ideas generated by their peers; they respond to questions about their
own inquiry project from instructor and peers with a view to developing their project and
eventually sharing in Term 2.
Teacher candidates read and review a variety of readings and other resources pertinent to their
inquiry question.
ASSIGNMENTS
Students must provide evidence that they have engaged thoroughly and thoughtfully with the subject matter
of the course. Assignments will be assessed as Pass/Fail/Resubmit. The course is graded on a PASS/FAIL
basis.
Class Participation
Participation is essential to success. If you are not in class, you cannot participate. Your active participation is
integral both as a contribution to your own learning and also to the learning of others. During the course, we will
deal with a range of ideas, some familiar and others unfamiliar concepts. My hope is that we will enable one
another to engage with the ideas and encourage each other to think about our thinking. In light of the above,
some questions to consider are:
Do I come to class prepared?
Do I read carefully and respond thoughtfully to the readings and the questions posed?
Do I show signs of listening carefully?
Do I respond to others questions thoughtfully?
Do I ask questions that help others towards meaningful readings of the texts?
Do I take the risk of engaging in open dialogue, to formulate and reformulate ideas?
1. Entrance and Exit Slips
In preparation for class, you will be required to read and to write in response to assigned reading. The written
responses or Entrance Slips are intended to help you to prepare for class discussion by focusing your attention
on ideas, questions, and issues provoked by the text (the weekly reading/s).
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Some of the responses may take the form of notes and jottings (a paragraph or so) that may provide a starting
point to class discussion. The following questions may guide you as you prepare each week.
At the end of each class we will devote 5 to 10 minutes for writing Exit Slips. These slips will allow you to
return to your initial questions (in the Entrance Slip) and to reflect on them in light of class discussion. (Of
course, something new may emerge in the context of class discussion and you may wish to focus your exit
slip on it.)
2. Group Facilitation of a Reading
With a small group (2 to 3 colleagues), facilitate an assigned reading for the rest of your colleagues. One week before
the facilitation, prepare and distribute to colleagues an entrance slip for the reading in order to focus their attention
to ideas, questions and issues provoked by the reading. Their responses may take the form of notes and jottings (a
paragraph or so) that will provide a starting point to class discussion. You may use the following questions as models,
but feel free to adapt or use different ones.
Lead a 20-minute discussion or engagement activity based on the chosen reading. It will be followed by 5 to 10
minutes for writing Exit Slips to allow your colleagues to return to your initial questions (in the Entrance Slip) and
reflect on them in light of class discussion.
Inquiry Proposal
Teacher candidates must discuss the specifics of their inquiries with the cohort instructor via the inquiry proposal.
Typically, the proposal will consist of a brief context (how the question arises and why it is significant), a statement
of the research problem or question, several links to the related literature (class readings and other bibliographic
references), an outline of the approach taken, including possible sources such as researcher journal, observation
sheet, publically-available documents, etc., and anticipated lines of study. These elements may vary depending on
the nature of the particular inquiry. Proposals will be evaluated according to the integration of theory and practice,
educational significance, and relevance to the teacher candidate.
Proposals Key Questions:
1. What is your question and how did it arise for you?
2. Why is your question significant (to you and/or to others)?
3. What perspective do you bring to this inquiry?
4. What resources will you draw on to explore your question? (e.g., journal, readings, curriculum/policy
documents)
5. What do you expect to find out and what pathways do you expect to take?
A note about including citations from students, teachers or others from the field:
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Citing an article that is already publicly available is part and parcel of academic practice; no permissions are necessary
because the author(s) have, of their own volition, represented their ideas in a public manner.
Citing a human subject (e.g., expert) involves a researcher recording, interpreting, and representing the ideas of the
human subject in the public where the human subject has no control over that interpretation or representation; to
protect the human subject, therefore, protocols (ethical approval by UBCs Behavioural Research Ethics Board) are
required in advance, including demonstration that the researcher has fully informed the human subject about the
purpose of the research and the research questions; that conditions of anonymity will be created in so far as possible,
etc. Such ethical approval and, therefore, direct citation is beyond the scope of the inquiry project outlined in EDUC
450 and 451.
Inquiry Project
The inquiry project is driven by the teacher candidates own questions, developing areas of interest and/or
identified areas of need. Examples of inquiry projects include inquiry around a theme (e.g., the cohort theme
such as IB or community), a disciplinary topic (e.g., historical consciousness or dramatic improvisation), a
particular curriculum emphasis (e.g., textbooks as cultural objects) or an educational issue (e.g., the politics of
French immersion programs). The format of the project may be a paper, a Wordpress blog, a poster with
accompanying notes, a multi-media representation or other. A proposal must be submitted and be approved in
advance. There will be a period of consultation with instructor and colleagues around the project taking place at
the end of Inquiry Seminar I and beginning of Inquiry Seminar II (EDUC 451) followed by a sharing/presentation
with colleagues in Term 2.
Web Resources
BC Teachers Federation: Teacher Inquiry
UBCs Scholarship of Teaching and Learning (SOTL)
Web Resources for Teacher Inquiries (Nipissing U.)
Networks: An online journal of teacher research
Carnegie Foundation: Inside teaching: A living archive of practice