Appreciative Inquiry Process for 2011

Focusing Inquiry -Establishing baseline and direction. Where is there potential to creatively integrate ICT? What might be?

Resources: Staff Meeting – exploring ideas Team Meetings – looking at overall plan. Tutorial –Lyn You –think, seek, search


Find out what students can already do and what more they need to learn. Refer to National Curriculum (Viewing and Presenting). Capture initial data.

Teaching Inquiry - The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. What craft knowledge do I already have? Search you own and colleagues’ past practice for strategies that may be more effective, and also look into research literature to see what has worked in other contexts. Complete initial plan. What are you going to do? Strengthen?

Resources: Team Leaders clarify with you. You –think, design James/Lyn –professional readings, links, references


Learning Inquiry -takes place both during and after teaching

Monitor students’ progress towards identified outcomes and reflect on what this tells them.

Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice.

Resources: • Colleagues support – on-line and team meetings • Tutorials/observations –Lyn and Colleague • You –think, trial, reflect, improve • Student voice • School itips sessions • Visit other teachers? • eShare (Cluster) • Your class blog



Summarise –reflect on progress, observations, current vs initial data. How did it go? What strategies have made a difference to my students’ learning? What will you do now? Present findings.

Resources: Data-observations, student voice, survey,

There are also catchup workshops (cluster) led by Lyn. Some staff are attending learning@school conference

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