The art of inquiry: 10 practices for the inquiry teacher

 

Of all the blog posts I have written,  the one that has been read, reposted and mentioned most often- is “How do inquiry teachers teach?” http://www.kathmurdoch.com.au/blog/2014/02/21/how-do-inquiry-teachers-teach

That was back in 2014. In the intervening years, more and more of my work has centred on the question of how.  Looking back, it strikes me that this work has provided an important balance of emphasis.  I am passionate about designing (planning) for inquiry. In order to understand the demands and possibilities of inquiry, it is vital to build capacity around the planning table -  for teachers to know how to design for inquiry through conceptual, rich, authentic experiences and the use of a cycle or framework that scaffolds thinking from the known to the new. This work is about going beyond ‘planning activities’ and remains an essential element of the expertise necessary to use inquiry effectively.  But without a parallel focus on pedagogy, the application of our plans to the classroom can fall well short of our intentions. In the end, it is the way we teach that makes the most difference to learning.  I have been avidly reading my advance copy of Guy Claxton’s wonderful new book “The Learning Power Approach” and this really resonated with me:

"How we teach slowly shapes the way young people respond to the unknown – to change, challenge, complexity and uncertainty….Our teaching can steer them toward becoming more positive, confident, and capable in the face of difficulty. OR it can steer them toward becoming more timid, dogmatic and insecure."  (Claxton, 2018: 34)

What we teachers  DO, SAY and think matters. More than any program or unit plan.

Over the last few years, I have had the joy of collaborating with hundreds of teachers in a quest to dig deeper into the pedagogy of inquiry.  We have watched each other at work, co-taught and stripped lessons back to the minutiae of instructional practices.  Informed by some of the work of Hattie, Marzano, Johnson, Dweck and others  I have been gradually building up a more cohesive repertoire of key practices to which I return often. 

So a new book is on its way!  This book is based on 3 years of observation, experimentation and research into the essential practices of the inquiry teacher. (Like giving birth, each book I have written has been followed with the words “I am never doing that again.”  But the memory of the pain fades and the urge to write, create, design and share returns!!!)

I am doing something I have not done before.  I am using this post to share the bones of the book - the essential framework of the practices. And I would love feedback.  I’ve been playing around with these words/phrases for nearly 3 years now. I have tweaked, changed, added, removed along the way. My intention is to capture the essence of the practices in a key word or phrase. The detail and the practical ‘how to’ will be in the book -  but this is the essence.

The practices reflect what we have noticed when teaching 4-12 year olds. This is my area of experience and expertise and although my instincts tell me much is transferable, I acknowledge that the source of this work is extensive, long term work in the early-childhood through to primary setting. I don’t have the consistent, lived experience of working with secondary school students (although taught in a University for 10 years)  so I am not going to profess that these practices are the right fit – but it would be interesting to hear....

Ten Practices of the Inquiry Teacher

(not really in order...)

1. Cultivate curiosity

Inquiry teachers provoke, model and value curiosity – and they do this in a myriad of ways. Curiosity is nurtured through the way the learning space is curated, the kinds of questions asked, the extent to which the learners’ questions are valued and through the deliberate, infectious modelling of curiosity by the teacher themselves.  

2. Question

We all agree that questions lie at the heart of true inquiry.  Inquiry teachers elicit learner’s questions and often use these to help drive learning encounters. But the role of the question in the inquiry classroom goes far deeper than displaying a wonderwall. Inquiry teachers know how to ask the right questions. They use questioning to guide the learner to think deeply. They ask more than they tell. Inquiry teachers question what they and others think  - they question their own practice on a regular basis. 

3. Connect

Perhaps the most powerful word in this suite of practices. Inquiry teachers are all about connection. They design journeys of inquiry with and for learners that help them see connections across learning areas and between ‘school’ learning and the world beyond school. Inquiry teachers value the connections they have with others – students, colleagues and the broader community. They teach kids how to collaborate as they investigate problems, projects and passions.  

4. Release

I offer this word cautiously.  I prefer it to ‘let go’, it is more like ‘letting out’ as one does a kite string. Sometimes this is gradual, sometimes this is immediate but for learners to take a true inquiry stance to their learning, teachers need to release power and allow them to explore, figure out and make meaning. Not by themselves, but for themselves.  Inquiry teachers take risks. While they plan thoroughly, they are prepared to release themselves from the plan and take a different path. Inquiry teachers design tasks that allow the learners to do the heavy lifting.

5. Keep it real

When I talk to kids in schools about the learning experiences that they remember most fondly, it is always the ‘real’ ones. Learners crave authenticity and purpose. Inquiry teachers know how to use the school, local and global community as contexts for investigation. Whether it is inquiring into how to design and grow a sustainable garden, what to do about the car parking issue at pick up time, or collaborating with a scientists on the other side of the world, learners value opportunities to inquire into things that matter to them and their community.

6. Notice

Inquiry teachers observe, notice, reflect and respond.  They bring an inquiry stance to their observations of and conversations with learners. They take time to notice what’s going on  and to reflect on what they see and hear. And they notice themselves. They deliberately slow down instruction to notice the way students are responding.  Inquiry teachers are intentional, observant and responsive.

7. Grow Learning Assets

Taking an inquiry approach to learning means drawing on one’s capacity as a researcher, a thinker, a self-manager, a communicator and a collaborator.  Teachers who use an inquiry based approach understand that the power lies in the process. They work hard to privilege the process of learning. They invite learners to inquire into learning itself and know that it is ultimately the skills and dispositions of the learner that dissolve the boundaries between school and life beyond school.

8. Play

Inquiry teachers understand the power of purposeful play. They know that all senses are involved in learning.  And they know that play is not just for young learners. Time to play – to experiment, to tinker, to play with ideas benefits all learners. Inquiry teachers are not afraid to ‘play with ideas’ – to go outside…literally and figuratively.

9. Think Big

Inquiry teachers keep their eye on the bigger picture. They avoid ‘activities’ or ‘topics’ for their own sake – inquiry journeys are ultimately about working towards conceptual understanding.

10. Get Personal

Inquiry teachers inquire into the lives and passions of their learners. They provide opportunities for learners to follow some paths that matter to them and encourage each learner to set personal goals. Time is made for learners to explore questions of significance to them and an effort is made to help learners regularly inquire into themselves as learners. 

So...there they are. The 10 practices as of Nov 25th, 2017!  Would love your thoughts as I continue to write the book. What do inquiry teachers...do?

Just wondering .... 

Getting into the Habit of Inquiry

I have been driving about as long as I have been teaching. And that’s a long time! I still recall how exhausted I would be at the end of even a short trip in those first few weeks of getting my licence. Everything I did, every move I made in my little 1979 Honda Civic 2-door was conscious, mindful, deliberate- and slightly angst-filled.  Getting from A to B was an exercise in concentration. It took me a while to feel relaxed enough to turn on the radio or have a sustained conversation with a passenger.  Nothing was habit. Both I and my car were in ‘manual’ gear.  Some thirty years on, I enjoy driving (which is just as well as I am so often on the road) and many aspects of driving have become automatic (as has my car’s transmission!).   After years on the road I’ve developed what I hope are some good driving habits. And I don’t think too much about them.  At least not every journey and not all the time.

This analogy seemed an apt way to examine a trend I have noticed in reflective conversations following ‘labsites’ or modelled inquiry lessons.  Giving ‘fishbowl’ lessons – where teachers get to look in on an inquiry based approach in action, is one of my favourite forms of professional learning. The conversations we have after these sessions are often powerful, honest and energising.  Over the past couple of years I have begun to notice how people regularly remark on the same things:

“You position yourself at the same level as the kids – you are on the floor, at the tables, in the circle…you are at their level.”

“You don't ask for hands up – the kids talk to each other instead. ”

“ There is a lot of time to think – the pace feels slower and more relaxed”

“ You don't tell them much, you ask more than you tell”

“You use a lot of very specific language of thinking …”

You say “I wonder…” a lot!

“You let them figure things out…you keep probing”

I am not sharing these observations in a self-congratulatory way. What interests me is that much of the time, these aspects of my pedagogy are things I don't really notice. To be honest, I am not aware that I am doing them as much as I obviously am.  These things have become habit. Not doing them would feel strange and unfamiliar. Micro skills, like waiting after a question is asked or sitting amongst kids rather than in front of the group just feels right.  They are my 'go to' behaviours. If I have a conversation with children where they all put their hands up and answer in turn, I feel uncomfortable.  If I am standing at the front, looming over young children who are seated on the floor, I feel unsettled and out of my skin. Over time, these and other aspects of my pedagogy have become habit.  Having worked hard on building an inquiry-based pedagogy, this stance now feels natural. I guess I am at what some describe as the stage of ‘unconscious competence.’

Which brings me to the point of this blog post!  As I have said numerous times, inquiry is an approach to teaching and learning. It is both a stance and a useful framework to assist in the design of learning experiences.  What teachers do and say- how they behave and interact in the learning space has a huge role in determining the way kids see themselves as learners.  If we want kids to be great inquirers, our teaching habits need to nurture that.  While a lot of great work goes on when teachers project and reflect around the planning table, we strengthen our inquiry muscles through our interactions with students. Every lesson, every day gives us an opportunity to practice some of the key elements of this pedagogy such as the questioning, the pacing, the releasing of responsibility and the language of thinking. Becoming a more inquiry based teacher is, at first, like learning to drive – even harder, it can be like unlearning to drive one way and having to re-learn to drive another.  Perhaps it is a little like learning to drive on the other side of the road … the same basic moves, the same basic context but requiring a different perspective, different choreography and different cues.

And even though I have developed a strong suite of habits that position me and my learners as inquirers, there are some old habits that remain. They are for the most part dormant but can return when I feel pushed for time, when I am uncertain about my purposes, when I am challenged by a student or when I am just plain tired.  I have learned to own these moments, admit to kids and to observing teachers that I’ve made a wrong move.  I try to consciously change gears and resume the journey. Getting into new teaching habits is not easy but it can be exhilarating when we do.

So…some tips for getting into the habit of inquiry- with acknowledgement to this Lifehack blog from whom I have shamelessly stolen some headings! (http://www.lifehack.org/articles/featured/18-tricks-to-make-new-habits-stick.html)

Make it daily: ‘Doing inquiry’ twice a week treats inquiry more like a subject than a pedagogical stance. It’s not enough.  If you are starting out, take just one lesson/learning experience each day, in any area, and consider how you could provide kids with more opportunity to investigate, figure out, problem solve and ask questions. 

Start simple: Inquiry is a wonderfully complex, layered approach to teaching and learning. But this can be daunting.  A great place to start is by learning more about questions and questioning. Try focussing on having kids ask questions and teaching them about questions. One step at a time.

Get a buddy: They say you are more likely to stick with a gym program if you go with someone else. Might this be true of new teaching approaches too? Find someone on staff to discuss your plans with. Watch each other teach, talk about your progress. Collaborate.

Accept your imperfections!: Don't be hard on yourself when a lesson doesn't work out or when your fine efforts to provide open ended, differentiated, challenging, authentic, problem based, higher order tasks … are met with confusion or learner indifference! It happens. Tomorrow is another day.

Remove temptation from your path.  Tear up your photo copy card. Burn their text books. Get rid of some of the tables in the room.  Or whatever your teaching equivalent is of ‘don't have chocolate in the house.’

Associate with role models:  stay connected with others trying to work in the same way. If they are not in your school, use a digital PLN. Facebook and twitter abound with enthusiastic inquiry teachers who will happily keep you energised and motivated!

Write it down. Say it out loud: share your intentions with your kids and colleagues.  This way you are not only accountable to yourself - you are accountable to others. For example, you might say to your kids “I really want to get into the habit of giving you more thinking time. I am going to be trying some new ways of asking questions and having conversations with you…”

Know the benefits.  Good habits are formed when we truly believe in the results they will bring us. Read.  Know why you are doing what you are doing and return to those reasons when it becomes challenging or frustrating.

Persist.  Working in new ways as a teacher is not just about changing our own habits. The way we behave has a symbiotic relationship with our students’ behaviour.  Our habits perpetuate theirs and vice versa. If we are in the habit of asking closed, leading, shallow questions – students form the habit of responding with limited, ‘teacher-pleasing’, shallow answers!  Unlearning is uncomfortable – but the new learning and the new way of being is worth it.

We become inquiry teachers by teaching for and through inquiry. Kids develop their skills and dispositions by being given plenty of opportunities to inquire. These opportunities are available to us across the day whether we are running a math workshop, taking a PE lesson outdoors, reading from a class novel or hanging out with kids in a maker space.  I know it is a slightly glib phrase but I can’t help but say it again – inquiry is a way of being. 

And one final note. Unconscious competence is an important state to reach because it allows an ease of being, less energy expenditure and a flow state.  But it also, of course, has its pitfalls. The reflective conversations I have with teachers and kids about my teaching help me return to ‘conscious’ competence – a state we need to be in in order to teach others. Being highly conscious, at times, of the teaching moves we are making can help us sharpen our skill set and remain ever vigilant about self-improvement.

Much like the state I will need to be in when I teach my daughters to drive.

Are you in the habit of inquiry teaching?

Just wondering….

How are we traveling? Reflecting on the 'story so far'

In the part of the world in which I live (Melbourne, Australia), we are enjoying the early days of Autumn. The weather is still warm but the evenings are cooler, the mornings crisper and there is no doubt that summer is gently retreating as each day becomes a fraction shorter. There’s a kind of wistfulness about Autumn that will often find me staring into a soft evening sky and wondering...

 For teachers in Australia, it is also just over  half way through the first term of the school year –or thereabouts. So perhaps it is the combination of the Autumnal skies and this ‘midpoint’ that got me writing some reflections this week.   Six or so weeks into the school year is a good time to take stock. We begin the year with great expectations, plans and goals (see my previous post).  We should ensure we take a moment to stop and acknowledge the journey so far.  Only today,  in planning with some prep teachers, I heard a teacher acknowledge her delight in noticing how readily her students are now ‘sharing their wonderings’ with each other when at the beginning of the year they were reluctant to speak out and always looking to her for approval.  It got us all pausing to look back and acknowledge where we have come to - even at this relatively early stage in the year.

 As I have said and written about many times, inquiry is not a ‘subject’.  It is a way of seeing ourselves as teachers and as learners. It is an approach that comprises a constellation of practices all, ultimately, designed to strengthen students’ sense of agency or, as Guy Claxton puts it – to ‘build learning power’. The pedagogy used within this approach can create a powerful culture of learning- but it also depends on a culture that is not only learner centred but learning centred.  Taking time to intentionally nurture that culture is critical to success.  

So – as the days shorten (at least on our side of the world) let’s take stock and reflect on the story so far. Here are some questions to help you reflect on your culture-building efforts – and perhaps to help you consider new goals to work on. Suffice to say - none of us can manage to get all of these things happening beautifully all at once!  This is an 'aspirational' check list- I hope it provides the basis for some affirmation as well as for some challenge.

Know your students:  Have you taken time to gather information about each students – their family, their passions, their goals, their cultural heritage, their favorite thing to do, their friends, their strengths, their challenges….do you know their parents? How well do you know each student?

Let them know you: Have you taken time to help your students come to know who YOU are – not just as a teacher but as a learner … as a person!

Create community:  Have you deliberately focused on creating bonds. Are your kids connecting with each other? Are they forming respectful relationships? Do they feel they are part of a ‘family’ of sorts? Is there a sense of ‘groupness’ about the class? Do you include regular activities that are all about creating connections – circle games, singing together, reading a shared novel, and sharing powerful stories.  Is the class developing as a community in which individuals feel safe to explore, take risks and share their thinking?

Learning agreements: Have you worked with students to create an agreement about the kinds of learners you all strive to be?  Is your agreement about learning- not just ‘behavior?’ Have you signed the agreement - do they see you as a learner too?

Ownership: Are you inviting your students to solve problems, make decisions, suggest and take action in relation to how your classroom will ‘work’ this year? Do your students have a voice? Who owns the learning?

Physical environment: Have you spent time with students exploring ways the classroom furniture can be arranged to best support flexibility, movement, collaboration and group conversation. Are materials and resources clearly organized to ensure students can be as independent and resourceful as possible?

Visual environment: Do your ‘walls’ help students learn?  Are displays indicative of what you value as an inquiry teacher?  What do the walls tell the visitor about the learning happening in your room? Do your walls speak of inquiry?

Beauty: Have you (and your students) considered ways to make your space a beautiful space to come to each day? Have you attended to the aesthetic? Lighting, comfortable furniture, art works – is this a space in which you would want to learn?

Questions: Have you encouraged your students to share their wonderings with you? Is there a space where those wonderings are collected/shared? Do students have opportunities to explore their wonderings?

Creating/making/tinkering: Do students get to use their hands as well as their heads in your classroom?  Are there opportunities to design, create and make – whatever the age group you are working with?

Language :Are you conscious of the language you are using? Does your language invite children to theorize, hypothesise, predict, explore, question…are words like ‘might’, ‘could’, ‘possible’, ‘wonder’ part of your discourse?  Do you ask questions that encourage kids to think deep and wide? Are you doing your best to ask, listen, probe, nudge? Have you taught your students how to have ‘hands down’ conversations? Are you employing thinking routines to help scaffold thinking? Do you talk about learning itself with your kids?

Reflection: Are your students reflecting on their learning regularly? Are there routines in place that ensure reflection is an ongoing process woven into the fabric of your day?  Are there some quiet, unhurried spaces in your week? 

Technologies: Are you making use of digital technologies to help students investigate AND create and share learning?  Are you connected with the world beyond your classroom?

Spontaneity: Have you made the most of the unexpected? Have you allowed an inquiry to emerge out of a surprise occurrence? A problem? A world event? Have you allowed yourself to go with something that has captivated your students’ interests? Are you on the look out for authentic opportunities for inquiry?

Routines and rituals:  Do your students know 'how things work' in their classroom. have you (with their input) established some predictable systems and ways of operating that enable them to manage themselves and their learning more efficiently. Do you have some regular rituals that they look forward to and that serve to connect the community (eg: circle time, 'Wondering Wednesday', class meetings, etc.)

Joy: Do you have fun together? Do you enjoy the company of your students? Do you laugh together on a regular basis? Are you enjoying your teaching?

So - how are you traveling? 

Just wondering...

Leading for inquiry learning

Leading for inquiry learning

I imagine some of my blog followers may well have given up on me by now!  This is the first post I have written in a long time….you may have been wondering why….

The release of ‘The Power of Inquiry’ late last year has meant a hugely, wonderfully busy year and time has been tight.  And, in a way, I have said so much of what I wanted to share in that book.  In addition,  I restored my facebook page earlier this year and committed to using it more frequently.  I have found my urge to blog has been satisfied, to a degree, by the ‘miniposts’ I write on facebook. I have even contemplated discontinuing the blog and just using facebook and twitter.

 On reflection, however,  I see them as serving different purposes.  The facebook posts I write are useful – but often don't require me to share my thinking in real depth. They are certainly easier to write than this!  The blog is something that takes me more time to think through, compose and write. And that’s good for me.  So I am going to stick with the blog despite the growing temptation of the ‘bite-sized’ thinking that facebook requires.  I need to keep challenging myself to pause, think more, write more. I just may not post as often J

This long-time-coming post has emerged while I have been busy planning a workshop I am running in Melbourne next week.  I will be working with a big group of teachers who are interested in exploring their role as leaders in an inquiry-based context.  So much of my work is located in the classroom space and focusses on how we work with children, it has been great to stop and reflect again on ways in which we work with teachers to empower them as inquirers. 

Over time, Ihave partnered withmany schools who have been eager to embrace the philosophy and pedagogy of inquiry as a whole school approach. While I have an important role in that process,  the success of my work depends so much on those in the school who‘keep the pot boiling’ in between or following my visits. I am often intrigued (and sometimes dismayed) by the lack of real ‘take up’ in a school despite what seems to be an enthusiastic and willing response from staff.  Of course we all know that strengthening and sustaining growth in a school goes way beyond what one consultant can do.  When it boils down to it, developing inquiry as a whole school approach depends so much on the quality of the leadership in a school. When I think of the schools I work with who have really embraced and grown a culture of inquiry,  I come to the same conclusion each time. They are schools with leaders who are, in themselves, inquirers.   The ‘administrative’ team and those charged with the responsibility of guiding or facilitating collaborative planning are committed to the process and committed to nurturing the staff as learners as well as teachers.  If the classroom teacher ‘controls the climate’ of the classroom – then school leaders have the same effect on the staff . In essence, great leaders give others they work with a real sense of agency.  Hence the notion of shared/distributed leadership.  Strong inquiry schools have a distinct climate – a climate that breeds curiosity, a relentless passion for investigation and a genuine fascination with learning. It isa climate that invites connection within and across communities and that supports learners take risks.  Inquiry leaders don't want passive compliance – they want active, questioning, engaged staff who care for each other as well as their students.

So…… as I mull over the question of how to lead for inquiry and reflect on those who do it so well,  I find myself jotting down some ‘nutshell’ statements.   They are in no particular order, but are an attempt to capture the essence of what this kind of leadership is all about….

• Relationships are at the heart of all we do.
• Questions are the inquiry leader’s most powerful tool.
• Inquiry leaders need to be inquirers- they need to be willing to learn, they are people with a growth mindset – they view learners ( children and adults) as potentially capable, curious and creative!
• Wonder, joy and passion are contagious. Passionate leaders inspire passionate staff.Pedagogy – not programs – help learners develop as inquirers. Programs can support the pedagogy but attention to pedagogy comes first.
• Nurturing all teachers as inquirers builds a strong, whole school inquiry culture.
• Cultivating curiosity in our teachers – about the world, about their kids, about themselves and about learning is critical to the success of an inquiry school.
• When we see teaching itself AS inquiry – we change the way we think about our work and the way we view ourselves in the classroom
• Collaborative planning is all about inquiring into the needs and interests of our learners  - and responding accordingly
• The principles that underpin inquiry in the classroom apply equally to teacher learning.
• When schools see themselves as ‘communities of inquiry’ everyone is a teacher, everyone is a learner.
• Nurturing the ‘whole teacher’  means we balance personal and professional care and build stronger, more trusting teams.
• True collaboration requires time.  When we consciously build our skill set for effective collaboration – our planning and teaching is strengthened.
• Effective planning for inquiry takes time – people need space and time for the kind of deeper conversations from which powerful teaching is born
• Standards/outcomes should inform our planning rather than drive it. Our students’ needs are the drivers.
•  It is not the leader’s role to make the plans.  Plans are powerful when they are co-constructed rather than imposed.

What are your 'nutshell statements' for inquiry leadership?

Just wondering….

If you could take just one word into the new year….what would it be?

Whether you are soon to begin a new school year or returning to school in a new calendar year, this is inevitably a time of heightened intention.  I love this ‘moment’ in time when the new and old year hinge on each other.  Reflection is made more purposeful when it casts light on the way ahead.  As a new year dawns, I can’t help but wonder about the way my thinking, my learning and my teaching will unfold.  This will be my 33rd year of teaching (how on EARTH did that happen?).  Whether teaching children, student-teachers or experienced teachers in the field I continue to love what I do and marvel at how much I learn, unlearn and re-learn each year.

As I have shared before (http://www.kathmurdoch.com.au/blog/2014/01/23/and-the-word-is)  my family and friends have a tradition of selecting a word to bring into the new year.  Just one, single word. The word provides as a kind of ‘tincture’ to the year – its purpose being to regularly nudge you along a path of your choosing – a path that strengthens you in some way.  

This year, I have chosen the word ‘space’… it works for me on a personal and professional level.   My passion for inquiry requires a lot of thinking about, providing for and curating space.  I know the best learning happens when I give myself and my students enough space to explore, grow, to think and to talk.  Clutter (physical, emotional and cognitive) feels like the antithesis of discovery and learning.  Even having some space to think, to read, to walk and to write is palpably nurturing for me as a learner as I enjoy some down time over the Christmas break.  I need space – and as a teacher, I need to provide it.

As I walked the spacious sands on a nearby beach early this morning, I pondered some single powerful words that resonate with the practice and stance of the inquiry teacher.  If you are so inclined, perhaps one of these words might act as your talisman for a wonderful year of inquiry.

Connect...If ever there was a ‘multi-purpose’ word for inquiry, this is it!  This year, help your students make connections – between ideas, between new and past experiences, between eachother and with themselves.  Make your own connections – not just within your school but with the wider community of inquiry teachers around the world. Stay connected to why you do what you do.

Wonder...No word list for inquiry would be complete without it.   Wonder fuels inquiry.  This year – commit to providing your kids with more time and reason to wonder.  Start a class wonder-journal into which you record things you have marveled at, noticed, been puzzled by.  Make your wonderwall a place for dynamic investigation. Give your kids time to explore their interests. Most of all, share YOUR wonders with your students. Be the curious, passionate learner you want to see

Open...One of the most challenging aspects of being an inquiry teacher is learning to stay open to the possibility that things may not go as planned – but it is also one of the most satisfying dispositions to build in yourself and your students.  Stay open – to new thinking, new ways of doing things, new questions. Design tasks that are open enough to allow diverse and individual responses. Open your doors. Open up your spaces. Ditch some tables. Move.

Dare... With a nod to Brene Brown, we sometimes have to ‘dare greatly’ in order to see inquiry truly flourish in our classroom.  Dare to express yourself with more candor and passion in your planning or staff meetings, dare to suggest and try new ways of doing things, dare to ditch the stuff you KNOW is a waste of time, dare to be spontaneous when you see a truly teachable moment worth inquiring into, dare to spend an entire day exploring something fascinating with your students,  dare to stop doing something you have always done just because you’ve always done it. Dare to try something that scares you a little.  Dare your students to challenge themselves, to move out of their comfort zone. Dare to help your students inquire into something you know nothing about.  Dare to question

Play...We know the value of play for learning and how vital it is that children have opportunities for the exploration and stimulation of play.  But play is not just about interacting with materials or having discovery time a couple of times a week.   Inquiry teachers help students play with ideas, play with thinking, play with words, play with possibilities. They bring a playful disposition to learning that creates a culture in which even the most challenging tasks can have a joyful element. Playfulness -  knowing how to bring a lighter touch to classroom discourse often to more sophisticated engaged thinking than the dull seriousness of an all-too-earnest conversation.  Don't lose sight of YOUR inner child. Play. Commit to learning some new circle games and play them all year.  Laugh together. Enjoy your teaching more. Enjoy your kids!

Grow...Inquiry teachers see themselves as learners.  It is our responsibility to continue to grow ourselves and our thinking along with our students. Make this a year of growth – whether you are in your first or last year of teaching.  Show your students that you too are an inquirer and that learning never stops. I am regularly stunned by conversations I have with some teachers who cannot tell me a professional book they last read, who don’t subscribe to any blogs or lists or attend any workshops other than those required of them. I don't get it.  We can ALL grow ourselves as learners more easily than we have ever been able to before.  Learn something new.  There is a world of wisdom in our pockets, at the touch of a button. Grow!

So….those are 6 words that come to mind when I think of entering the new year as an inquiry teacher.  I’ve merely scratched the surface. What’s YOUR word?

Just wondering…

Inquiry and all that jazz....

When I am not inhabiting the world of schools (which I must say takes up a good deal of my time!) I love nothing more than to immerse myself in my other passion – music.  I have adored listening to, playing and sharing music since childhood and it remains my go to activity when I have some time away from work.  I recently re-visited Brian Cambourne’s tried and true ‘conditions for learning.’  When I think about it , I can see that all those conditions for learning have been in place my whole life in relation to music.  I have been immersed in it (to the point where my siblings and I had to yell out from our bedrooms….‘can you please turn Ella Fitzgerald down we are trying to sleep!!’) I had a love of music demonstrated to me even though my parents didn’t play instruments themselves, I saw their genuine appreciation and interest every day.  I was engaged IN it by having the opportunity to explore different instruments at different times in my life.  There was an expectation that I could improve. I could experiment and approximate and learn from mistakes. I got to use music – to perform and create and of course, I had response – feedback, encouragement and advice. Without even knowing it, my parents, my school and my friends helped create the perfect recipe for a life-long love affair with all things music related.  If you have not re-visited or come across Cambourne's famous conditions – take a look and consider the degree to which your classroom and school provide them for students.

Last weekend, I took my eldest daughter to see an ensemble comprising four of the best jazz musicians around. She is an accomplished musician but has had less exposure to this genre and despite my father’s love for it,  jazz is something I appreciate but don't often choose to listen to.  I have had so many great responses to the recent blog post on ‘letting go’ I guess that post was in my mind as I watched and listened to them performing:  

http://www.kathmurdoch.com.au/blog/2015/11/9/letting-go-shedding-skins-and-teaching-as-trapeze

Peter Johnson (Choice Words, 2004)  describes quality teaching as a kind of ‘conversational jazz’.   I have always loved the metaphor but it really came home to me on Saturday night.  Great jazz musicians , like great teachers, are improvisers.  At one point, it was obvious the pianist was doing something entirely unexpected.  The singer (highly experienced) smiled broadly and said to the audience “ah, you never know what he will do and that’s what makes it so fun”.   Like so many jazz gigs, there was a palpable sense that the musicians were thinking on their feet AND this kind of immediate, playful, ‘go with the flow’ style was what fuelled their joy and the quality of what they did.  A skilled jazz musician knows how to honour the tune AND let the tune go.  They can take a tune in all kinds of pathways and tributaries - every so often, returning to the core melody as a kind of auditory anchor.   When playing in a band, each musician has to remain acutely empathic: listening to each other, following leads, pulling back when necessary taking the spotlight for a moment but never drowning the others out.   And behind all this amazing innovation, improvisation and seemingly free, fluid performance is an incredibly deep understanding.  The melody is known inside and out: so intimately,  it can be let go.  And in letting go and branching out, in innovating and exploring new music is born.   And each performance, each rendering of the piece is unique.  Jazz is such a profound example of the way solid structure, certainty, shared agreements and routine lay the path for innovation, choice, the unexpected and the new.

Inquiry teaching can divide people in much the same way that jazz divides music lovers…I wonder if it is because we can’t cope well if we think we are leaving the familiar safe haven of our curriculum and our ‘knowns’ behind?   Of course the very best inquiry teachers are like the best jazz musicians – they bring deep understanding of their craft to the classroom, they KNOW how to teach like a skilled musician knows their instrument, they know the curriculum well enough to improvise without losing it completely and they know their kids.  They are strongly grounded in the fundamentals of quality teaching practice and so…they can improvise. Teaching becomes a form of highly sophisticated play.

And if we think of a collaborative teaching team in the way we might think of some of the very best music ensembles, each person listens with respect, steps back when needed,  gives others time to ‘solo’,  applauds their colleagues’ innovations.

How strongly do you trust pedagogical expertise?  How free do you feel to improvise and innovate?  

Just wondering…