Spiral of Inquiry (Is and Is Not)

This is a summary of the key things from the excellent paper, A framework for transforming learning in schools: Innovation and the spiral of inquiry by Timperley, Kaser & Halbert (2014).  You can download it from: https://goo.gl/JP2pxh.

Brief Overview:

Central to the spiral of inquiry is the, "involvement of the learners, their families and communities ... throughout the whole process" (p.5).  This stands to reason as the fundamental purpose of Teaching as Inquiry is to achieve improved student outcomes.  It should also be viewed as simply a process about "us" as teachers, rather a partnership between "us" and "them" (for want of better words) for the betterment of all.  Success as learners for students and teachers.

I like this model for the simple reason it comes with a lot of questions within each stage of the model (see below).  The spiral "loop" between "checking" and "scanning" could be tight, implying a shorter time frame, or large and loose implying a longer time frame.  It also implies complication, second guessing, and taking the time to observe and reflect critically before re-scanning.

A central premise to the model is the suggestion to, "suspend judgement on how to 'fix' things" (p.6).  As teachers we are very good at medicalising our students (and each other).  If we see a problem, then, by implication we want to 'fix' it.  It tends to imply that by simple observation and deduction, a simple solution or 'cure' can be arrived at to 'fix' the learner.  In fact, people are maddeningly complex and a 'fix' (if there is one) will be challenging.  Indeed the 'fix' we may find may simply create another issue that we then need to 'fix' or the 'fix' may only be a small part of a much larger 'fix' that is required.  The authors seem to be suggesting that 'fix' implies a definitive endpoint or solution when in fact there may be none.

There are six parts to the spiral of inquiry.

Part 1:  Scanning:

Scanning is more than taking information and data that is readily available and doing something with it.  "We need to get underneath the data and understand what these numbers are actually telling us" (p.7).

Scanning takes time.  Time to look at the environment, the learners within that environment, what is going on and ask ourselves why it is like this.  They suggest scanning could take as much as 2 months to complete.  They summarise what scanning is and is not as follows:

Part 2:  Focusing:

This asks us where we are best to focus our time and energy following the revelations of the scanning phase.  The focus should be tight so we have a, "deep and focused" (p.10) inquiry.  Again, it is worth checking that our focus at this stage is on learner outcomes.  They summarise what focusing is and is not as follows:

Part 3:  Developing a Hunch:

Here we posit how WE are contributing to the situation.  The beauty of a 'hunch' is that is may be based in little evidence but could be a significant contributor to the situation.  This is where all 'hunches' are made explicit.  Hunches are tested because they help guide the focus.  They summarise what developing a hunch is and is not as follows:

Part 4:  New Learning:

How and where will we learn more about what we need to do?  This is about becoming informed about your inquiry.  Get informed! It may mean researching the topic or taking part in some other form of professional development such as outside expertise.  It is about looking for new ways of doing things (and being mindful of them) rather than closed minded and assuming the status quo is what is best.  Teachers need to retain control of new learning and simply not be told what is best by someone else.  They summarise what new learning is and is not as follows:

Part 5:  Taking Action:

What can we do differently to make enough of a difference?  This is about putting ideas into action that we believe will make a difference, not because it could be exciting.  It is a place to have the confidence to take risks and learn from the successes and failures that may accrue (just remember that FAIL means First Attempt In Learning).  This phase could take place over a long period of time.  They summarise what taking action is and is not as follows:

Part 6:  Checking:

Have we made enough of a difference?  This is where we become reflective on what we have done and what we see resulting from it.We could collect a range of data both qualitative and quantitative to justify the conclusions we draw.  They summarise what checking is and is not as follows:

Of course this will lead to a re-scanning of the environment leading onto the next development in the inquiry.

References:

The spiral of inquiry / Evidence-based leadership / Pedagogy and assessment / Home - Educational Leaders. (2018). Educationalleaders.govt.nz. Retrieved 16 January 2018, from http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/The-spiral-of-inquiry

Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education, Seminar Se(April), 1–24.