2017 Inquiry Overview
8th December 2017
As the year draws to an end it is time for me to share the findings of my 2017 inquiry. This year's inquiry was based around creating independent learners within my Level 2 class. I noticed early on that as a whole the group was quite dependent. More information explaining the start to my inquiry process can be found here. A further post outlining the progress I had made can be found here.
What progress did I make?
I really struggled to find my way and start my inquiry. I was unsure where to start. Soon after I realised I was struggling to start was because I was unsure what an independent learner looks, sounds and feels like, therefore unsure what I needed to change in my practise. After starting to look into techniques I realised a lot of things I had been already doing in class were forms of strategy, for example the use of rewards and punishment for motivation. However, these weren't proving very successful.
From here I ensured to use student voice more. This was done through collating student voice via Google Forms on my teaching style and the learning activities I was using. This was to let them show preference of how they like to learn, what they like and what they want to change. From here when we were completing activities I was able to link these back to the feedback and why I was doing something in a certain way. This proved to be slightly effective but it also helped students to realise they didn't actually know how they like to learn. I started to reiterate why we were doing certain tasks. Students said they found more purpose in the activities when they understood why we were doing it. However, I soon learnt that this also meant that only if it related to the assessment that they would find it important.
I also introduced the use of Google Classroom. This allowed students to find all resources and notifications in the one place and receive email notifications about them as well. This meant students were able to spend more time completing their work rather than creating copies etc. Upon reflecting on this yes it made it easier for both myself and the students - yet it did not help create independent learners.
Another strategy I trailed was the Release of Learning. I completed this process when preparing students for their 2.7 assessment. This was completed as follows:
Part 1 - break down of assessment with teacher, what certain words mean, what are the questions asking us to do, what sentence starters could we use, example answers. Students can use this information to answer questions and complete PMIs
Part 2 - Students working with a partner to brainstorm answers to questions & PMIs
Part 3 - Students completing the questions and PMIs individually
Part 4 - Students are able to complete the assessment
I found this strategy one of the most effective. By starting with breaking down what questions are asking and what answers look like and slowly building independence students were able to see more clearly what was expected of them. I believe that this strategy and the authentic learning environment of snow camp helped to create the high grades achieved by the students.
The checklist strategy was starting to become effective but too late in the year. Only got the the point where I was creating checklists for them to ensure they had completed with assessments and learning tasks, not co-constructing or them creating their own.
Certain strategies I trialled I felt weren't successful as I brought them in too late in the year, such as as ask 3 before me and checklists. I was trying to get students into these habits in Term Three. I feel like if I had brought them in earlier on in the year and set them up as a part of the classroom culture and expectations that they would have been more successful.
So what did I learn throughout my inquiry?
Where to from here?
What progress did I make?
I really struggled to find my way and start my inquiry. I was unsure where to start. Soon after I realised I was struggling to start was because I was unsure what an independent learner looks, sounds and feels like, therefore unsure what I needed to change in my practise. After starting to look into techniques I realised a lot of things I had been already doing in class were forms of strategy, for example the use of rewards and punishment for motivation. However, these weren't proving very successful.
From here I ensured to use student voice more. This was done through collating student voice via Google Forms on my teaching style and the learning activities I was using. This was to let them show preference of how they like to learn, what they like and what they want to change. From here when we were completing activities I was able to link these back to the feedback and why I was doing something in a certain way. This proved to be slightly effective but it also helped students to realise they didn't actually know how they like to learn. I started to reiterate why we were doing certain tasks. Students said they found more purpose in the activities when they understood why we were doing it. However, I soon learnt that this also meant that only if it related to the assessment that they would find it important.
 |
| Example of student results from Google Form |
I also introduced the use of Google Classroom. This allowed students to find all resources and notifications in the one place and receive email notifications about them as well. This meant students were able to spend more time completing their work rather than creating copies etc. Upon reflecting on this yes it made it easier for both myself and the students - yet it did not help create independent learners.
Another strategy I trailed was the Release of Learning. I completed this process when preparing students for their 2.7 assessment. This was completed as follows:
Part 1 - break down of assessment with teacher, what certain words mean, what are the questions asking us to do, what sentence starters could we use, example answers. Students can use this information to answer questions and complete PMIs
Part 2 - Students working with a partner to brainstorm answers to questions & PMIs
Part 3 - Students completing the questions and PMIs individually
Part 4 - Students are able to complete the assessment
I found this strategy one of the most effective. By starting with breaking down what questions are asking and what answers look like and slowly building independence students were able to see more clearly what was expected of them. I believe that this strategy and the authentic learning environment of snow camp helped to create the high grades achieved by the students.
The checklist strategy was starting to become effective but too late in the year. Only got the the point where I was creating checklists for them to ensure they had completed with assessments and learning tasks, not co-constructing or them creating their own.
Certain strategies I trialled I felt weren't successful as I brought them in too late in the year, such as as ask 3 before me and checklists. I was trying to get students into these habits in Term Three. I feel like if I had brought them in earlier on in the year and set them up as a part of the classroom culture and expectations that they would have been more successful.
So what did I learn throughout my inquiry?
As my inquiry tracked along I found that I was already using a lot of strategies in the class that I was unaware of. In short some worked and others didn't. I learnt that by instilling these strategies as expectations and making sure they were very clear and consistent helped to create greater success. This is something I know I personally need to work on.
I believe overall it would have been more effective using these strategies from the start of the year and building them into the culture of the class as a expectations. I believe that it was harder trying to start half way through the year when students already had set ideas of these expectations.
I believe overall it would have been more effective using these strategies from the start of the year and building them into the culture of the class as a expectations. I believe that it was harder trying to start half way through the year when students already had set ideas of these expectations.
Where to from here?
I really enjoyed this inquiry and felt a sense of achievement seeing it start to pay off in the classroom. Because of that I am going to ensure that I continue this inquiry next year with my IGCSE class. By learning from past mistakes and starting right from the first class I am hoping that the results will be more effective.
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