Appreciative InquiryProcess for 2011
-Establishing baseline and direction.
The teacher uses evidence from research and from their own pastpractice and that of colleagues to plan teaching and learning opportunities aimed atachieving the outcomes prioritised in the focusing inquiry.
-takes place both during and after teaching
Where is there potential to creatively integrateICT? What might be?Find out what students can already do and whatmore they need to learn. Refer to NationalCurriculum (Viewing and Presenting). Captureinitial data.
D e s i n i n
What craft knowledge do I already have? Search you own and colleagues’ past practice for strategies that may be more effective, and alsolook into research literature to see what hasworked in other contexts.
D i s c o v e r i n
Complete initial plan. What are you going todo? Strengthen?
Resources: Staff Meeting –exploring ideasTeam Meetings –looking at overall plan.Tutorial –LynYou –think, seek, searchResources:Team Leaders clarify with you.You –think, design James/Lyn –professional readings, links,references
D e l i v e r i n
Monitor students’ progress towards identifiedoutcomes and reflect on what this tells them.Use this new information to decide what to donext to ensure continued improvement instudent achievement and in your own practice.
Colleagues support –on-line and teammeetings
Tutorials/observations–Lyn and Colleague
You –think, trial,reflect, improve
School itips sessions
Visit other teachers?
Your class blog