"Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students."
The New Zealand Curriculum, 2007, page 35
Teachers inquire into the teaching–learning relationship “moment by moment (as teaching takes place), day by day, and over the longer term” (page 35). When planning for learning opportunities, you need to carefully consider the needs of all students in your class and the additional support you may require to ensure that their learning needs are met.
Figure 4 shows the teaching as inquiry cycle from The New Zealand Curriculum (page 35). The prompts above and below it help to unpack the three inquiries within the cycle.
Teaching inquiry
If you cannot view or read this diagram, select this link to open a text version.
Focusing inquiry
Learning inquiry
The examples from the classroom in this resource illustrate how teachers have endeavoured to include all students in participating, learning, and achieving alongside their peers. The examples align to the teaching as inquiry model and demonstrate the strategic actions and reflections made by the teacher, students, and their whānau on their learning.
As a group, discuss the questions alongside the two dimensions from the Educultural Wheel below. Add to the questions from your own teaching experience.
| Dimension | Teacher questions |
|---|---|
| Rangitiratanga Teacher effectiveness |
|
| Kotahitanga Ethic of bonding |
|
Next – Differentiation and adaptation
Published on: 19 May 2015
