Inquiry Framework

1. Module 1 Part B Framework
Teacher Refresher Course
Teacher Inquiry Plan
“...effective pedagogy requires that teachers inquire into the impact of their teaching on
their students.” NZ Curriculum, P35
NZC p.35
Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine what their
students have already learned and what they need to learn next.
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.
Learning Inquiry
The teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment
approaches.
(This occurs...) while learning activities are in progress and also as longer -term sequences or units of work come to an end.
(Teachers...) then analyse and interpret the information to consider what they should do next.

2. Using the ‘Teaching as Inquiry’’ process to inquire into the impact of teaching on students.
NZ Curriculum p.35.
Teacher/Group/Syndicate: Isabelita Maglalang Room: 21 Date:
Focusing Inquiry: What is important, and therefore worth spending time on, given where my students are at?
In my health class, it is difficult to engage every student in the group to discuss about the health promotion
models. Some students are reluctant to contribute to discussions, due to the reason that they don’t have
enough confidence in themselves that they could be good readers as well as good writers. Other students
often avoid paying attention to tasks, and the subject matter can tend to take different directions.
Opportunities to share information about the health promotion models are limited due to the barriers
stated above. Therefore, the major question arising from these experiences is: 'How can I provide equal
opportunities to engage students in believing themselves that they are good readers and could be good
writers? How I can motivate students to share with confidence their ideas in group situations?
They generally have difficulties in word recognition, sentence and paragraph comprehension, word
meanings and understanding styles of writing.
 Diagnostic teaching and learning activities that identify areas of students interest and level of
conceptual understanding( brainstorm, postbox,etc.)
 Activities to determine students cooperative learning skills and capabilities, and use of critical
thinking.
 Data provided by the students that profiles them as learners in their various communities-their
ethnic, cultural and family backgrounds, their extra curricular interest and engagement.
 Analysis student reading and writing achievement data collected recently and in previous years
to help determine students’ strengths and challenges in relation to literacy.
 What are the medium-long term goals of the students in the class- what are their goals for their
school qualifications, tertiary study and work/career pathways?
 For yr 13 individual NCEA achievement data from their previous years of school.
 NCEA data from previous yrs. Aggregated across levels and disaggregated by ethnicity and
gender to show patterns and trends of achievement in the subject.
 Any achievement data the school collects and makes available.
 Purposely collected student voice where students are talking about their learning in health
education.
 Student voice of students talking about how their teachers helps them to learn and what gets in
the way of their learning.
 Any short, medium and long term learning, tertiary study and career related goal setting
students have engaged. ( as part of academic counselling)
 Formative assessment practices that are used to continuously monitor the learning evident in
aspects of student work, especially in relation to learning intentions and success criteria.
 Current ministry of educ. Priorities (eg. With focus on achievement for Maori and Pasifika)
 Being observed in the classroom and being given feedback on their teaching practices by
colleagues
 Parent voice collected as an integral component of the required community consultation for
Health Education.
Student Profiles: What do you know about these students? What are students saying about their learning?
This is a 303 Health Level 3 class which consist of Yr. 13 students. There are only 6 students in the class
but only 1 is not a priority learner and he is not included in this work.
Dajohn is 1n 18 yrs. Old of Nuiean decent. He’s into sports specially in Rugby touch. He excels in
Building Technology. He started with L1 health to L3. His NCEA level 3 is still to be assessed.
Gerar is an 18 yrs old Samoan boy who is one of the prefect in the school. He is into sports specially
Rugby League and Rugby Touch. He did say that he does not excel in any of his subjects. He started

3. With L1 Health to L3. His NCEA level 3 is still to be assessed.
Jonathan is 18 yrs old Samoan boy but he is not interested in any ports. He excels in building Technology.
He started with L2 health and his NCEA level 3 is still to be assessed.
Sione is an 18 yrs old Tongan. He is interested in sports particularly Rugby League, basketball and
Table Tennis. He started with L1 Health to L3. His NCEA L3 is still to be assessed.
Scott is an 18 yrs old Samoan boy. He is one of the prefects in the school. He is into sports specially
Rugby League . He excels in statistics. He started with level 2 health to L3. His NCEA L3 is still to be
Assessed.
They generally have difficulties in word recognition, sentence and paragraph comprehension, word
meanings and understanding styles of writing.
Outcomes: What are the achievement targets and time frames? (Short and long term.)
Target
Children
Year Level L2
(20)
L2
(20)
L3
(19)
Total Credits
(59)
Da John 3 12 14 STBA 26
Gerar 3 12 15 STBA 27
Jonathan 3 none 10 STBA 10
Scott 3 none 10 STBA 10
Sione 3 12 5 STBA 17

4. STBA- STILL TO BE ASSESS
Actions Taken:
Monitoring. What available information do you have to determine what students have already learned and need to learn next?
How will you monitor this?
The students have already prior knowledge on health.
To monitor the progress of the students:
 I will give them more reading comprehension exercises where they will have more chance to
identify new words and give meaning, where they could read more with understanding.
 I will let them work as pairs in reading a document with 4 paragraphs and give a role to each one,
one a reader the other one listens and the one who listens will at least highlight or underline
unfamiliar word and at least ask the reader one question, and then they will exchange role this is to
know if they did both understood what they read.
 I will let them have a small book where they will write the unfamiliar words and that will be their
vocabulary
 Teacher will always be engaged in a conversation with the students getting feedbacks from them.
 Address gaps in understanding and plan further learning that will take place.
 Check if students can explain and teach what they have learned to another student.
 Check if students can recognize quality understanding and performance.
 Check if students can self-correct errors in writing.
 Check if students apply the skills and knowledge they are learning in different classroom situations
like assign, test situations, real life situations.
 Assessments be given: Gather, analyse and interpret results that can provide evidence of students
performance.
Formative
 Research work
 Self-reflection
 Teacher observation- teacher checks on books what has been written and done.
 Personal and peer ideas/opinions –discuss with the group.
 Are learners asking questions? Are the learners making comments or suggestions?
 Mock Exam
Summartive
What have they learned?
Evaluating Models for Health Promootion
To be Completed Assessment
(External assessment: 5 credits
AS91465(3.5)

5. Teaching and Learning
Strategies / Deliberate acts of teaching
What will you do to help students achieve the
outcomes?
* Engage students cognitively in the process of
reading and writing.
* Modelling
- I will encourage students to articulate what
they have learned from modelling.
- I will encourage students to find out what to do
and how to do it through modelling.
e.g. “I’ve noticed in the introduction that there
are lots of adjectives that imply sadness. The
author could be suggesting a gloomy outcome for
the main character. I’ll read the next two
paragraphs aloud, and you can see if you agree
with my hypothesis.”
“We’ve met the criteria for the deeper features of
our draft description. Now let’s check the surface
features.”
*Prompting
-I will encourage students to use what they
already know and can do. In this way, the
students are building their metacognitive
awareness and their confidence.
-Allow wait time to give students the opportunity to
develop and express their ideas.
e.g.
“I see you’ve written ‘Sunday was the
cloudyest day this week.’ Do all the words look
right to you? ... Do you remember when we talked
about how to alter the root word when adding
suffixes to adjectives ending in ‘y’, like ‘happy’?
How might that rule apply here?”
“We’ve talked about using context clues. There
could be clues in the next paragraph – you might
read it to yourself to see if you can discover what
‘diluted’ means. Focus particularly on the middle”
*Questioning
- I will ask questions that maybe directed towards
building a particular aspect of students’ knowledge
such as how to use a strategy for making meaning
or thinking critically.
- I will plan the questions to be asked to build
the students’ metacognitive awareness of how
Teaching Inquiry
Rationale
What evidence from research, personal past practice or that
of colleagues, underpins your teaching intentions?
 The New Zealand Curriculum
A clear statement of what we think is important in
education. It starts with the vision of our young
people are lifelong learners who are confident and
creative, connected and actively involved. A clear
set of principles on which curriculum decision
making is based is also included. The NZC sets out
values that are to be encouraged, modelled and
explored. It defines the five key competencies that
are critical to sustain learning and effective
participation in society which emphasizes on
lifelong learning. It also states what each learning
area is about and how its learning is structured. A
set of achievement objectives in each learning
areas are also set.
(The New Zealand Curriculum . Ministry of
Education. 2007)
 Tataiako- Cultural Competence for
Teachers of Maori Learners page 2.,
“Culturally competent teachers are able to
use the learners culture/s as a building
block to learn and teach. They understand
how to utilize the learner’s culture/s to aid
the teaching and learning process, as well
as to facilitate relationships and
professional growth.”
(Tataiako- Cultural Competence for
Teachers of Maori Learners.
Wellington: New Zealand Teachers
Council 2010)
 Ka Hikitia
Focuses on Maori enjoying education success as
Maori. It emphasizes AKO as the basis for teaching
and learning relationships in which educators also
learn from students and in which teaching practice
is deliberate, reflective and integrating.
 AKO
It is a dynamic form of learning where the educator
and the student learn from each other in an
interactive way. It is grounded in the principle of
reciprocity and recognizes that the student and
whanau cannot be separated.
(Ka Hikitia..The Maori Education Strategy)
 Literacy Learning Progression
Describes the specific literacy knowledge skills and
attitudes that students draw in order to meet the

6. they will understand a text or of how a text they
are writing will affect its readers.
- I will ask questions strategicallly placed in
discussion or conversation rather than have a
number of randomly asked questions.
e.g. What do you think is the author’s viewpoint?
How does this support or challenge your own
viewpoint on the subject? Do you think this will
work out? Why?
- I will give ‘adequate time’ for students
especially those who are all new learners of
English and to think through their response.
- I will give appropriate follow-up questions to
extend students’ thinking.
e.g. as “How do you know that?” “What evidence
can you find that supports your thinking?”
-I will use cooperative activities such as ‘Think,
Pair, Share’ in which students form their own
questions about texts.
*Giving Feedbacks
-Describe or explain to students what has or has
not been achieved and why.
- I will give evaluative feedback that will
involve judgment about what the student is doing
or has done whether what has been done carries
the idea or approval and disapproval.
e.g. “I’ve noticed that you’ve checked the
punctuation of your work. But there is something
else you need to look at too. Remember that one
of your personal writing goals is to check your use
of spelling conventions for the plural words in your
writing.”
“There’s one part that I don’t understand- I think
you need to elaborate more. You may need to go
back to the website you’ve been using to get more
information to ensure that it is clear to the reader.”
- I will give verbal and non –verbal feedback
to the reader.
*Telling
- I will supply what the students need such as an
unknown word, the URL of a relevant website or
steps in a literacy learning task.
e.g. “ teacher tells the students how to spell the
unfamiliar word they need for a piece of writing or
at the beginning of a reading task, tells them the
theme of the text.”
reading and writing demands of the curriculum.
Health Education in The New Zealand Curriculum:
A guide for teachers with teaching and learning
programme at NZC Level 7(NCEA Level 2) and
NZC Level 8 (NCEA Level 3)
This resource provide teachers with a framework of
ideas from which to shape and develop NZC level
7 and 8 teaching and learning programmes,
assessed by NCEA Level 2 and 3 Health
Achievement standards. It also provides direction
and guidance around the aligned Level 2 and Level
3 Achievement standards.
 Writing Progressions
These writing progressions have been created by a
group of teachers throughout New Zealand. They
have undergone rigorous moderation process to
come out with what the students can do at their
level.
 A-Z Learning strategies
These are strategies used not only for Health
classes by for all other subject areas which assist
teachers in teaching.
 Effective Literacy Strategies. A Guide for
Teachers. A Professional Learning
Programme. Ministry of Education.
In all subject areas, it is said that literacy and
language are central to the thinking, learning and
achievement of students. Students need to learn
how to use effective literacy and thinking strategies
in order for them to be successful in the secondary
and to become lifelong learners so it is important for
teacher to be effective teachers of literacy to the
students.
 The Importance of the teacher/student
relationship for Maori and Pasifika students
This is an article of the result of three separate
projects done by Kay Hawk, Eather Tumama
Cowley, Jan Hill and Sue Sutherland.
In this article, the dominant theme is the importance
of the relationship of the teacher and the leaner. It
is found out in this research that when a positive
relationship exists, students are more motivated to
learn, more actively participate in their learning and
the learning is more effective. It also found out that
if a teacher is unable to form this positive
relationship with the students, the students are less
able to open up themselves to learning from that
teacher.
 Quality Teaching for Diverse Students in
Schooling:Best Evidence Synthesis
Iteration (BES)

7. - I will provide a label or a definition that
could make a student move to learning.
e.g. “today we’re going to focus on…”
“the text is about….we’re going to read in
order to find out…”
*Explaining
- I will explain a task, strategy, a learning activity or
the content of a text.
e.g. “let me explain this to you…” this could enable
students to develop their own understanding…
*Directing
-I will give specific instruction.
e.g. “Read the next two paragraphs and think
about….”
“Find the sentence in the text that
suggests…..”
“Check that your piece of writing explains…”
Turn to your buddy and discuss why …”
“Point out the suffixes that show what tense the
writer is using.”
*Include lots of peer dialogue within the writing
time to get ideas from each other.
(Ref: Deliberate Acts of Teaching: Literacy on
Line tki for examples used.)
*How I will teach the writing Process( Differences
and similarities of Health promotion Models)
I will let the students follow the following steps:
1. Pre-writing- thinking and peer dialogue
- Think about it ( what is it all about?)- talk to a
seatmate.
-let the student talk to a seatmate about
his ideas.
- outline all your ideas by using a variety of
planning methods.( brainstorming, bullet point list,
ven diagram, fishbone, t-chart, spider map)
- students to research by using the computer or
books to add more to what you have in mind
2. Drafting:
- Students write all their ideas.
- Students add some more details to give
further elaboration to the topic they decided to
write about.
- Students check that they are covering the
main points.
This report one of a series of best evidence
synthesis commissioned by the Ministry of
Education. is intended to contribute to the
development of evidence-base for policy and
practice in schooling. It was found out that quality
teaching is identified as a key influence on high
quality outcomes for diverse students. 10
charcteristics of quality teaching have been
generated out of this
synthesis.(http://www.educationcounts.govt.nz/p
ublications/series/2525/5959)
 Effective Pedagogy: Principles of Learning
and Teaching P-12
These principles form a framework for describing an
effective pedagogy. These principles are central in
guiding the development of goals and initiatives in
the school action plan.(Effective Pedagogy:
Principles of Learning and Teaching P-12 State
of Victoria 2004)
 Priority Learners
Priority learners are groups of students who have
been identified as historically not experiencing
success in New Zealand schooling system. These
includes Maori and Pacific learners, those from low
socio-economic background and students with
special education needs.(Priority learners/kia ora-
NZ Curriculum on line-http://
nzcurriculum.tki.org.nz/Priority -learners
 The Nature of Learning Using Research to
Inspire Practice Edited by Hanna Dumont,
David Istance and Francisco benavides. A
Practitioner Guide from the Innovative
Learning Environment Project
This is a summary of the Nature of Learning which
is created to highlight the main messages and
principles from the full report of practitioners,
leaders, adivosrs and policy makers who are
interested in improving the design of learning
environments. The principles that are outline are
used to guide everyday classroom experiences,
educational programmes.
 *National Standards in writing and reading
in years 1-8
provides examples that illustrate some of
the ways in which students can meet these
standards as they engage with the kinds of
tasks and texts that enable them to meet
the demands of the New Zealand
Curriculum.
 ( Ref: National Stardards tki)

8. 3. Revising – Improving the draft.
-They review, modify and reorganize their work by
adding or deleting content .
- They check if the tone, style and content are
appropriate to their intended audience.
4. Editing:
- Students proof read and correct error in
grammar and mechanics…like missing words,
wrong spelling, wrong punctuation, use dictionary
for correct spelling.
- They get feedback from their
seatmate/buddy
- They check to improve the style and clarity.
- At this point in the writing process, writers
proofread and correct errors in grammar and
mechanics, and edit to improve style and clarity.
Having another writer’s feedback in this stage is
helpful.
5. Publishing- whom can you share your work?
You can share it with your buddy or with a group
(Ref: On line elementary,middle and secondary
writing course..internet).
*Set instructional objectives based on the students
identified needs.
*Plan activities with the appropriate kinds and
levels of challenge. Activities done should be
within the level of the students so that they will be
challenge to do it.
*Provide students opportunities to solve problems
independently.(e.g. how can smoking be
minimized?....they have to give an action plan to
this….
*Provide the students with the opportunity to
interact with other students. In this way, students
will be able to gather more information from others
aside from the information they got from the
internet.
*Demonstrate or show them what you mean when
they are asked to give an action plan regarding
smoking. Show them how they will go about it.
Check on writing behaviours during group work
and in whole class whether there is learning that is
taking place by going around and checking what
they have done.
*Check that the students understands the task, the
reason for the task, and the purpose of the writing,
and the learning goal within the task.

9. e.g.
“I am writing about the differences and similarities
of Behavioural change Model and Self-
Empowerment Model .”
“I am writing this because I want to know which of
the two health promotion models are more
effective in enhancing the well-being of the
community.”
“I am writing this because I want to know why
Behaviour change model is not very effective in
enhancing the well-being of the community.”
“I am writing to describe why the Self-empowerment
health model is more effective in
enhancing the well-being of the community.”
“I am learning to choose the
words/sentences/paragraph that tells me why self-empowerment
health model is more effective than
the behavior change model”
Learning Inquiry.
Investigating the success of the teaching in terms of the outcomes, using a range of assessment approaches.
On the basis of everything that I have written, I was very particular on the following:
1. Settling down the students before anything else. Then asking them to bring our their books and
pens. If no pens/ books, I gave them pens and papers so that they have no excuse that they don’t
have equipment to use.
2. Wrote the L.I. and S.C. on the board for the students to see.
3. Introduction to the topic. Explaining to them what is it all about
4. Unpacking the key words and let them get familiarise with it. (done by a lot of brainstorming)
5. In their reading activity ( students are provided with the information sheet about the topic), guide
questions are given to them . Answers are written on their books. I go around to check if they are on
task. In going around, students ask questions.
6. Breaking down of questions into parts so students can understand
7. Checking with students that the question /task is understood and following up personally to confirm
students understood
8. Strategies are given to them that could help them understand what they are reading specially in
making comparisons.(PMI, t-chart), for identifying features of a given topic (fishbone, spider web)
9. Collecting answers from them and writing them on the board or a template is given to them to write
their answers.
10. Summarising the work with them by writing their contributions or answers on the board.

10. 11. Giving them feedbacks
These were the things that I did. As a result I was able to engage the students to participate by giving
their answers, by giving a reaction to what was said or written on the board, they could compare their
work with the work of other group, they could express their ideas because they are being guided on how
they will answer the questions. To check whether there were changes in their learning was to have a
learning conversation with them. This takes in the form of asking them” how they did in the class?”,”
what they think they have learned today?”, anything that you can add to what we have discussed” even
if they will answer it in a very informal way, it is a proof that they have learned something. Asking a
student to explain something that is related to the topic for the day, even if he can only say a little
description of what was learned, what is important is that he can say something about the lesson
discussed in class. Discussing the topic with them and share their ideas is an indication that they have
learned something. With these things done, I am faced with the question: what’s next? What will I do
next inorder to maintain or not make the students more receptive, active and responsive in the
classroom?
How has this impacted my PCK?
(Pedagogical Content Knowledge.)
With the new learning that I have had, it became very clear to me that the learner is the centre of
learning. By knowing my students I was able to identify what they need and at the same time I was able
to identify my needs as well as a teacher. What do my students need in order to learn? What do I need
in my teaching in order to assist my student achieve better? By knowing my students, I was able to
adjust to my teaching style to their level . It gave them more challenge when teaching them to their level.
Another impact of this learning is that I was given the chance to use different strategies and identify from
these strategies which one works well with my students. When I identified the strategies that work well
with them I repeatedly use them because I know that the strategy could assist them in their learning. I
learned to listen more to the students’ ideas and opinions. I learned to be more sensitive to what they
are saying. My learning of knowing my students gave me the opportunity see patterns of their
achievements which could be a basis for what will I teach them next? My latest learning also has given
me the chance to have a reflection on the different theories of learning and which of these theories are
applicable to my students in the classroom. It made me have the chance to have a deeper
understanding, internalizing these learning theories so as I could apply them in my teaching.
My belief of an effective teaching learning to take place have changed because before I was just
concentrated on the teacher’s role and not so much on the student. Now, It is more on the students. I
strongly believe that for an effective teaching learning to take place, make any classroom activity student
centred. If it is student centred, students are the doers and the teacher just guiding them, how they will
achieve, what lessons cater to their needs, what strategy is applicable to them. It is only when this
happens that a real teaching learning is taking place.
References:
References:
The New Zealand Curriculum

11. The Ministry of Education
Health Education in the New Zealand Curriculum
A Guide for Teachers with Teaching and Learning Programmes
At NZC Level 7 (NCEA Level 2) and NZC Level 8 (NCEA level 3)
Level 3 Health
91465(3.5) Evaluate Models for Health Promotion
Sample Paper
NZQA
Health Promotion for Pacific People
Sione Tu’itahi
Hastings
27 April 2009
A collaboration between Pasifika and Massey, the Health
Promotion forum of New Zealand, and the Hawkes Bay
Pacific Health Services
The Action Competence Approach in Environmental Education Research
Bjarne Bruun Jensen & Karsten Schnack (2006):
Pages 471-486.
Models of Health Promotion
Physical Education and Health Education TKI
Maori Health Models
http://www.health.govt.nz
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas
http://www.literacyprogressions.tki.org.nz/
http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Writing-hub/Teaching-writing-in-years-1-
8Planning for writing Across the Curriculum.
http://nzmaths.co.nz/nzc-and-standards
http://keycompetencies.tki.org.nz/
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Principles
http://www.nzcer.org.nz/system/files/nzc-update-principles.pdf