As eluded to in the previous post we are selecting 2 groups for our collaborative inquiry this year.
Tuesday, 2 April 2019
Collaborative Inquiry
With the change in direction of the cluster and school with PLD, preconceived ideas and the group of student in LS1 we decided to run a collaborative inquiry this year.
What does this mean??
We will target oral language through Reading, Writing and Maths.
We are also focusing on improving Maths attainment through integrated topics using the HPE, Arts and Oral language curriculums.
The way the majority of content is covered is in differentiated groups. This will mean the target groups get "hit" from all different directions, from both teachers throughout the year.
We are also going to have 2 focus groups. One group which teachers traditionally always focus on, the group who are "nearly" there but need a push. The second group is going to be a group that is operating ahead of where they need to be.
The rational behind this is to give a wider range of approaches a go, and to keep ourselves thinking, reflecting and planning throughout all lessons. An observation of previous years inquiries was that too much focus was put in to a specific area. This in turn frustrated us as there seemed to be no escaping the pattern of focusing below the chronological level and when shifts weren't obvious teaching self esteem suffered.
What does this mean??
We will target oral language through Reading, Writing and Maths.
We are also focusing on improving Maths attainment through integrated topics using the HPE, Arts and Oral language curriculums.
The way the majority of content is covered is in differentiated groups. This will mean the target groups get "hit" from all different directions, from both teachers throughout the year.
We are also going to have 2 focus groups. One group which teachers traditionally always focus on, the group who are "nearly" there but need a push. The second group is going to be a group that is operating ahead of where they need to be.
The rational behind this is to give a wider range of approaches a go, and to keep ourselves thinking, reflecting and planning throughout all lessons. An observation of previous years inquiries was that too much focus was put in to a specific area. This in turn frustrated us as there seemed to be no escaping the pattern of focusing below the chronological level and when shifts weren't obvious teaching self esteem suffered.
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