Teaching as Inquiry - Student Voice

I recently came across this case study on TKI centered around a student-led chemistry inquiry with a specific focus on the development of metacognition through the teaching of writing. It focuses on how students reflect on their learning and determine their next steps. Melissa Sotelo is the teacher of a year 6 class at Homai Primary School.

What particularly stood out for me was the use of student voice to drive learning and next steps. It got me thinking about my own teaching as inquiry and how I use student voice through-out the process. Examining how I have conducted my previous and current inquiries it became apparent that evidence was predominantely derived from observations, work samples and formal assessments. 

Moving forward, I need to make sure that I am including genuine student voice throughout the inquiry cycle. This should involve during the focusing inquiry stage to find out student needs, as well as the teaching and learning phases to gauge the effectiveness of teaching.

For student voice to be useful, students need to be skilled thinking about their learning through metacognition. This involves being able to self-assess and self-evalute what they learn and how they learn. 

My next post will examine ways that I can help students become reflective learners.

The inquiry cycle - Homai Primary School

This resource is designed around the 4 phases of the inquiry cycle, capturing the voices of a group of students in action as they think and reflect upon their learning, with appropriate support and guidance from their teacher.

1. 
   Phase 1 - Focusing Inquiry
   What do my students need to learn? The focusing inquiry establishes a baseline and a direction.
2. 
   Phase 2 - Teaching Inquiry
   The teacher uses evidence from research, her own practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
3. 
   Phase 4 - Learning Inquiry
   What are the implications for future teaching?
4. 
   Phase 3 - Teaching and Learning
   What happened as a result of the teaching?