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TEACHER CHANGE AND PROFESSIONAL DEVELOPMENT IN MATHEMATICS EDUCATION

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This research project focused on the effect of externally-delivered professional development on teachers' ability to change their pedagogical focus within the mathematics context. The findings of this article are of interest, given that my research question does not specify the mode of professional development to be focused on. This research found that, when professional development is delivered by an external group, they should ensure that there is an abundance of social learning experiences, as teachers' knowledge is enhanced through collegial collaboration. It further found that external providers must work hard at promoting energy, building rapport, gaining trust and developing confidence with the teachers involved in order to elicit teacher buy-in and change. Beyond this, the article draws on theories of adult learning, which supports the work of Knowles (1980, 1984), and is worthy of consideration in the context of the research question.
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An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning

Suzie Tjins insight:
Congruent to my research question, this article advocates for the need for effective professional development, grounded in adult learning theory, in order to empower teachers to enact pedagogical changes in their practices. It claims that one-off approaches to professional development are ineffective in producing changes at the classroom level; particularly if they are dictated by members of a Senior Leadership Team. Consequently, the authors suggest that professional development for pedagogical shifts should allow teachers to practice their new-found skills, observe and network with teachers engaging in similar practices, and require rigorous self-reflection. They further purport that, in line with the research of Knowles (1980 & 1984), self-directed professional development improves the enthusiasm of the learner (in this case, this is the teacher), and results in more successful classroom cultures than those of teachers who have professional development imposed on them. In moving forward, a more concrete model for successful professional development regarding inquiry learning will be sought.
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Mobile inquiry-based learning for sustainability education in secondary schools

Suzie Tjins insight:
In this international conference paper, the authors investigate the use of augmented reality applications to improve student outcomes within the inquiry-based learning setting. This is tested within the secondary school Science setting, with motivation and student achievement levels being investigated. An interesting finding of the study is that gender may need to be considered by teachers when preparing technology-assisted IBL programs, as the females within the test group showed greater and more sustained motivation levels than the males of the same group. The study found no significant difference in student achievement levels, but notes that this may be due, in part, to the design of the study.
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Focus on Middle School: Using Inquiry-Based Learning to Keep Students Engaged and Learning in All Content Areas: Mary Hudson, Editor: Childhood Education: Vol 92, No 4

Focus on Middle School: Using Inquiry-Based Learning to Keep Students Engaged and Learning in All Content Areas: Mary Hudson, Editor: Childhood Education: Vol 92, No 4 | Student-Centred Pedagogies | Scoop.it
(2016). Focus on Middle School: Using Inquiry-Based Learning to Keep Students Engaged and Learning in All Content Areas. Childhood Education: Vol. 92, No. 4, pp. 333-335.
Suzie Tjins insight:
This easy-to-read, peer-reviewed journal article discusses the use of inquiry-based learning to increase learner motivation regardless of age and subject matter. It aligns with research from the pioneers of inquiry-based learning such as Schwab (1960) and Herron (1971) by emphasising the role of the teacher as the facilitator, and the student as the constructor of knowledge. In doing so, it describes how inquiry-based learning can act as a self-differentiation tool, providing a perspective of inquiry-based learning that I had not yet considered. Finally, it highlights the importance of teacher frontloading, and the establishment of both conceptual and procedural goals for improved student outcomes.
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Chu-2012-Developing-upper-primary-students-21st-century-skills.pdf


Via samsstenning@gmail.com
samsstenning@gmail.com's curator insight, August 28, 2017 8:45 PM

This is an extensive, detailed

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10 Tips For Launching An Inquiry-Based Classroom

10 Tips For Launching An Inquiry-Based Classroom | Student-Centred Pedagogies | Scoop.it

Inquiry-based techniques are challenging conventional ways of teaching and empowering students who might otherwise get overlooked.


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samsstenning@gmail.com's curator insight, September 6, 2017 12:26 AM
This is a fantastic article that outlines, practical, easy to implement tips for bringing inquiry learning into the classroom. This resource takes what often seems  an insurmountable task, implementing inquiry learning,  into manageable, easy to implement steps. It highlights how a simple shift in an educators mindset can set an inquiry model into movement (in conjunction with some clearly communicated steps).  Although it does not propose a step by step program, it does give an insight into the change in philosophy that is required to successfully implement inquiry learning. The link to inquiry guru Lauren Laufenberg's TED talk is a bonus.
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Starting a path of inquiry « threadbarebeauty

Starting a path of inquiry « threadbarebeauty | Student-Centred Pedagogies | Scoop.it
Can literacy be taught through inquiry? Is inquiry-based learning (IBL) a constructivist approach to digital fluency? I see now that IBL provides repeated opportunities for practice of metacognition, literacy and digital fluency.
Via Liz Renshaw
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Letting go – a need and a want but how? | Inquire Within

Letting go – a need and a want but how? | Inquire Within | Student-Centred Pedagogies | Scoop.it
Hand over assessment of learning to the students throughout their unit of inquiry rather than having them wait for teacher feedback which usually comes as a result of a teacher generated summative assessment.

Via Liz Renshaw
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Inquiry-based science in a primary classroom : professional development impacting practice

Suzie Tjins insight:
In this thorough, well-organised thesis, the effect of the 'Primary Connections' professional development (PD) framework was delivered to a number of primary teachers to assess the impact on their classroom practices. This is of particular relevance to my research question, given that it focuses on the effect of PD on inquiry classrooms. The research supported findings by Goodrum (2006) by finding that the teachers involved in the PD program exhibited less teacher talk, more social learning, a shift from teacher-centred to student-centred learning, and heightened exposure to fewer concepts. As this was a primary-school focused, research project, it will be be necessary to investigate any relevance to the secondary school setting.
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Access - Opportunity knocks: The Australian curriculum and guided inquiry (APAFT) - Informit

Access - Opportunity knocks: The Australian curriculum and guided inquiry (APAFT) - Informit | Student-Centred Pedagogies | Scoop.it
Informit is an online service offering a wide range of database and full content publication products that deliver the vast majority of Australasian scholarly research to the education, research and business sectors. Informit encompasses online products: Informit Indexes, Informit Plus Text and Informit Collections.
Suzie Tjins insight:
This article provides a brief literature review regarding the links between guided inquiry and the Australian Curriculum. In her research, Fitzgerald finds that whilst 21st century skills and inquiry are promoted through the general capabilities of each subject within the Australian Curriculum, their use is inconsistent and fails to reflect the demands of each subject. Furthermore, she recommends that, in the absence of an inquiry model, teacher-librarians should be utilised as valuable resources when attempting to embed inquiry across the curriculum. In doing so, Fitzgerald implies that teachers do not have the necessary skills to implement inquiry learning in the classroom, and points to six models of inquiry which may assist with organising inquiry learning opportunities.
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Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation - Brett L. M. Levy, Ebony Elizabeth Thomas, Kathryn Drago, Lesley A. Rex, 2013

Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation - Brett L. M. Levy, Ebony Elizabeth Thomas, Kathryn Drago, Lesley A. Rex, 2013 | Student-Centred Pedagogies | Scoop.it
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL int
Suzie Tjins insight:
In this comprehensive, peer-reviewed, empirical research, the authors go beyond the basic discussion of the need for teachers to be educated about inquiry-based learning (IBL) benefits and processes by suggesting that knowledge is not enough. They claim that a cross-disciplinary approach to the professional development of teachers is necessary to ensure that a shared understanding of IBL is achieved. In the absence of a shared understanding by teachers within the secondary setting, the authors suggest that the likelihood for student confusion is greatly increased. Whilst I’ve always considered a cross-disciplinary approach to IBL as the gold standard of learning, I had never really considered the potential for student confusion if teachers had differing views on what IBL looked like. The authors conclude by claiming that, by aiming for a shared understanding of IBL, cross-disciplinary teacher collaboration is also enhanced, and the benefits extend beyond student outcomes.
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Inquiry Learning in the Classroom

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Suzie Tjins insight:
This article, endorsed by the Federal Government, looks at the specific features of inquiry learning, including the need to place equal emphasis on 21st century skills and content. In doing so, it highlights that ways of working (such as collaboration, or the use of cognitions) are just as important as the inquiry topic and the moulding of inquiry questions. It explains the role of the student in driving the learning and the role of the teacher in facilitating the learning within an inquiry learning classroom. Finally, it highlights the skills required of teachers in order to run effective inquiry learning lessons. inadvertently bringing attention to implications for professional development. This article stops short of providing specific recommendations for professional development, so this will require further investigation.
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http://search.informit.com.au.ezp01.library.qut.edu.au/documentSummary;dn=033428532051231;res=IELAPA


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samsstenning@gmail.com's curator insight, September 1, 2017 11:50 PM
This article is a good introduction to implementing Inquiry Based Learning. It outlines the key principles of inquiry based learning and the advantages it brings to the classroom. It covers in detail question design and contains tips for educators introducing an inquiry approach. It contains two moderately comprehensive Appendixes which cover step-by-step information on how to create an inquiry based project and the art of asking good questions. 
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A How-to Guide on Inquiry Learning - YourthLearn | STEM Education for Girls

A How-to Guide on Inquiry Learning - YourthLearn | STEM Education for Girls | Student-Centred Pedagogies | Scoop.it

Are you interested in using inquiry based learning in your classroom but are not sure of how to implement a new program?

A good practical post that provides solid information about preplanning inquiry learning. Provides some excellent focus questions for different stages of the process. Nice diagrams too.! Written by practitioners.


Via Liz Renshaw
Elizabeth Galo's curator insight, August 26, 2015 5:58 AM

This is a great post that breaks down the inquiry learning model into bite sized, workable chunks for those of us who are new to the approach.

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Why Questions Are More Important Than Answers

Why Questions Are More Important Than Answers | Student-Centred Pedagogies | Scoop.it
Preface: the following is a self-indulgent, nonsensical rant about the beauty of questioning.

Via Liz Renshaw
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