On National Teacher Day, meet the 2024-25 Kenan Fellows
TOD May 2 2014 Session 3
1. Adaptive experts
“…inquiry should not be seen as an add-on or a project, but
rather as a way of professional being for the educator
of the 21st century.”
- Reid, 2004, p. 8
7. Test. Trial. Question.
Inquire.
• What do your students need? What matters
most to them, given what you know?
• How can you combine the learning focus,
pedagogy and technology in ONE small trial?
Frame this as a focused question.
• What will you need to know before you trial?
• What will you look for?
• What happened? What questions do you now
have?
• Next steps?
8. “To strengthen performance
management systems, data
about student
achievement needs to be
the basis for the professional
learning goals teachers set,
and the reference point
against which teachers
and leaders measure
the improvements that
have been made with
respect to professional
growth and impacts for
learners.”
9. Good habits for teachers
• Clear, precise questions
focused on students’ needs, based
on information
• Close observation of
students feeding in all the time
• Quick response to learners’
needs as you discover what’s
required
• On-going and continuous
• Critical discussion about what
strategies are working – and which
10. Discuss: Our learners –
what do we know?
• Where are they from?
• What are they strong
in?
• What can we build on?
• What do they need
help with?
• Where are there
potential barriers to
progress in different
contexts?
11. What? | What’s going on for
learners?
• Student data (qual/quant)
• Observation
• Video/photo/record ‘on the
fly’
• Discussion with the students
• Discussions with whānau/
community
12. Criterion 6: Fully registered teachers
conceptualise, plan, and implement an
appropriate learning programme.
driven by students’ needs
13. Criterion 7: Fully registered teachers
promote a collaborative, inclusive, and
supportive learning environment.
14. Image: DavidDMuir!
“My students mainly draft
writing and then we type it
up neatly, or make posters
for the wall.To be honest,
the work is the same
as it has always been -
I’m not sure what the
possibilities are.”
15. Image: Christy Tvarok Green!
“We have tablets in the
classroom and we use them
mainly for research and
editing. Some students want
to be more creative in the
way they work. I feel we
could be using
technologies to
support the learning
process more
strategically.”
16. Image: Mark Pinder for the Guardian!
“ I have begun to use
technologies to find
new pathways
that suit
students’
passions and
needs. This has
meant designing
tasks differently
to how I have in the
past.”
17. Image: chesbayprogram!
!
“We integrate technologies
so that students’ inquiries are
personalised and richly
creative - and we make the
most of community and global
connections.
Learning looks pretty different
to a few years ago.”
19. What? | Frame a tight
question based on data
1. How can I teach writing
better using digital
technologies?
2. What s happening in other
schools with e-learning?
3. How can I extend those
identified students who
need support at the drafting
stage in Term 2?
20. Your goal | Example
"In my year five class, it is difficult to engage every child in
the group to discuss their mathematical strategies.
Some students are reluctant to contribute to
discussions, due to more dominant personalities
monopolising discussions. Other students often avoid
paying attention to tasks, and the subject matter can tend
to take different directions. Opportunities to share
mathematical ideas are limited due to the barriers stated
above.
Therefore, the major question arising from
these experiences is: 'How can I provide
23. What? | How can I learn more
what to do?
• Readings
• PD
• Connect to other schools/
teachers
• Critical discussion with
colleagues
• Lesson observation
• Shared teaching
24. What? | What can I do
differently?
• Review why I do what I do now
• Discuss with other colleagues
• Open to learning conversations
• Observe other teachers
• Visit other schools
• Research; connect
