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    Collective Enquiry About Students' Learning

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    Nur Shahira
    1) Teachers in a PLC work collaboratively to inquire into critical questions about teaching and learning, such as what students must learn, how to best sequence learning, and effective teaching strategies. 2) They determine if students learned the material, can apply it, and if teaching impacted student learning and the organization. 3) The process involves determining student and teacher learning needs, designing teaching tasks, and using evidence to build on what students know and determine what they need to learn.

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    Collective Enquiry About Students' Learning

    Uploaded by

    Nur Shahira
    184 views7 pages
    1) Teachers in a PLC work collaboratively to inquire into critical questions about teaching and learning, such as what students must learn, how to best sequence learning, and effective teaching strategies. 2) They determine if students learned the material, can apply it, and if teaching impacted student learning and the organization. 3) The process involves determining student and teacher learning needs, designing teaching tasks, and using evidence to build on what students know and determine what they need to learn.

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    collective enquiry about students' learning

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    collective enquiry about students' learning

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    1) Teachers in a PLC work collaboratively to inquire into critical questions about teaching and learning, such as what students must learn, how to best sequence learning, and effective teaching strategies. 2) They determine if students learned the material, can apply it, and if teaching impacted student learning and the organization. 3) The process involves determining student and teacher learning needs, designing teaching tasks, and using evidence to build on what students know and determine what they need to learn.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    184 views7 pages

    Collective Enquiry About Students' Learning

    Uploaded by

    Nur Shahira
    1) Teachers in a PLC work collaboratively to inquire into critical questions about teaching and learning, such as what students must learn, how to best sequence learning, and effective teaching strategies. 2) They determine if students learned the material, can apply it, and if teaching impacted student learning and the organization. 3) The process involves determining student and teacher learning needs, designing teaching tasks, and using evidence to build on what students know and determine what they need to learn.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 7

    COLLECTIVE ENQUIRY TOWARDS

    STUDENTS’ LEARNING
    • Teachers in a PLC work together collaboratively in constant,
    deep collective inquiry into the critical questions of the
    teaching and learning process, questions such as:

    – What is it our students must learn?


    – What is the best way to sequence their learning?
    – What are the most effective strategies to use in teaching this
    essential content?
    – How will we know when they have learned it?
    – How will we respond when they don’t learn?
    – What will we do when they already know it?
    – What can we learn from each other to enhance our
    effectiveness?
    Essential Questions
    At the point of…
     Delivery --- Did the students (they) like it?
     Knowledge --- Did they learn it?
     Application --- Are they using it?
     Results --- Did it impact student learning?
     Organizational Support/Change --- Did it impact the
    organization?
    What are our
    students’
    learning
    needs?

    What has
    been the What are our
    impact of our own learning
    changed needs?
    actions?

    Design of
    Teaching
    tasks and
    actions
    experiences
    What are our students’ learning
    needs?
    • What do they already know?
    • What sources of evidence have we used?
    • What do they need to learn and do?
    • How do we build on what they know?
    What are our own learning needs?
    • How have we contributed to existing student
    outcomes?
    • What do we already know that we can use to
    prompt valued outcomes?
    • What do we need to learn to do to promote
    valued outcomes?
    • What sources of evidence/knowledge can we
    utilise?

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