Identifying valued learning outcomes (VLOs) to focus on

• I'm interested to know about ways to identify valued learning outcomes associated with measuring student engagement throughout the year.  At this stage, I've been having discussions with students, and asking them to anonymously drop emojis to communicate how they feel about different questions I've asked them about the learning process (connected to my inquiry) ... 
• Now that I've written that last statement, I'm actually wondering whether I'm asking the students the right questions in the first place.  

Profiling students learning in those VLOs

• In terms of profiling students; especially my NCEA level students, I generally tend to build profiles around previous achievement data, ethnicity, age, reason for taking the subject, career pathways (if known) etc.  It is generally really data based.
• Other profiling methods that I use but don't necessarily measure or record, is asking about whanau and siblings; especially if they collect younger siblings from school, where they live and how they come to school, interests outside of school, interests in music etc.  These are usually casual conversation depending on the student that I'm talking with.  I will always ask students new to Tamaki College, what school they attended previously, why they left that school, and who they're living with.

Generating hypotheses (especially teaching)

• This is a good one.  As soon as an idea pops into my head that relates to improving teaching and learning, I tend to launch into it head-on.  Not to say that I don't come up with good or useful ideas every now and again, but I probably don't spend enough time discussing hypotheses.  A lightbulb goes off, whilst simultaneously considering what's on top right now as a mum, middle leader, mum, classroom teacher, mum, CoL teacher, mum, sister, aunty blah blah blah (you get the picture) and then the next minute you know, I'm fully executing whatever the idea was.  Yes I know and understand that as teachers we're all balancing a juggling act.  I guess I'm just reflecting on why I default straight into the 'doing' and that I need to spend more time thinking about the 'what' 'why' and 'how'.

Testing hypotheses (investigating own teaching)

• I have a relatively positive relationship with my senior students, including getting their feedback or opinions on what is working in terms of supporting their learning.  
• I do wonder whether I am doing this enough though (obtaining student feedback at regular intervals), and whether I'm getting feedback relative to hypothesis about teaching leading to student outcomes. 

Using research literature and other sources to identify more effective approaches

• I really enjoyed talking with Karen and Christine during our last CoL meeting about our inquiry ideas etc.  I know that in previous CoL meetings we would often break off into smaller groups according to our achievement challenges that our inquiry linked to.  Sometimes this worked for me, and sometimes it didn't.  I think I enjoyed the conversations with Karen and Christine, because we share and understand the same teaching and learning environment, which meant that I could engage in the conversation straight away without having to deconstruct my thinking before communicating my ideas.  That's not to say that I don't find conversations with my colleagues outside of school meaningful and interesting, it's just easier to platform ideas with my Tamaki College colleagues first in terms of identifying more effective approaches to shifting achievement.
• I had the most amazing couple of sessions with Danni sharing ideas about our different inquiries.  I loved visiting Danni's students during one of Danni's Class on Air sessions.  I'm yet to articulate my musings around this, but it will happen!

More Aspects of Inquiry

• Implementing new approaches
• Monitoring (and tweaking) new approaches
• Evaluate shifts in own teaching
• Evaluate shifts in student learning
• Keep a clear and detailed record of all stages of inquiry