- 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.
- 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.
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