Inquiry Question #5: Hypothesise and Research

1. Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding.
2. Explain how some of the data you have used to build a profile of the students’ learning will be used as baseline data at the end of the year.

My inquiry is looking at whether culturally responsive teaching and learning can shift achievement in a time bound assessment driven classroom?

My initial focus was to develop a plan to observe and understand how the teaching and learning strategies from the Tapasa would support our young people their understanding of their learning through contexts that they can relate to.

I have taught level 2 and level 3 Social Studies for a number of years, and when it comes to students understanding and exploring contexts that are interesting, I find that they are less engaged and less productive.

In the past, I have chosen themes and contexts that I know are well-prepared but too far removed in context.  There are often big issues that students select on their own but still can’t be done properly because students become easily bored. 

A big part of my inquiry focussed on the engaging students in their learning through the development of a robust programme that include class trips and relevant guest speakers.

Student voice feedback from our trip to Auckland University earlier this year saw students utilise their learning to now base some real life inquiries around.  My higher ability students in particular and those aiming to go to university could see it was achievable for them to go there and I believe this helped them become more engaged in their work.

Also, the academics from uni who led us, Olivia and co supported our kids and our kids in turn wanted to complete the tasks for them.  

One of my goals with my inquiry this year, is not to wait for the students to design the learning, but to encourage them by allowing them take the initiative.  

Inquiry Question #4: Collecting evidence and data

Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence.

Most of my year 12’s have taken Social Studies again this year in year 13 so I used their student voice from the end of last year to identify what suggestions they had in how I as their teacher could help them better.

I have started to think about the staff resources we have in the school to help understand the issue better.

I have spoken to other staff members in my department who teach the same students what they believe the challenges are

I have used a tracking sheet to track progress in their attendance to class and task completion in their assessments. 

Inquiry Question #3: Building an accurate student profile

 Inquiry task #3: 

My task is to describe the tools/measures/approaches I plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge.  I will also try to justify why I chose these approaches and tools.

My level 3 class is very mixed ability in the academic and cultural sense. The majority are of Pasifika descent and there is still a mix among these young people with regards to which how Pacific they are.  

Here is the link to my diagram showing what I will use (thanks to Karen Ferguson for the model)