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Christchurch Girls High School – Collaborative inquiry

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Collaborative inquiry is a process where teachers explore issues effecting their students. They use shared expertise to plan and prototype possible solutions and an evidence seeking mindset to reflect on the impact of these.

Christchurch Girls High School is using this approach to explore if using digital devices in new ways and providing greater student agency has a positive impact on students' wellbeing. 

Through this series of videos, teachers describe the changes they have made to their practice and how they are collecting evidence of success. They discuss the modifications they have made to their programmes and how students are responding.

Students share their thoughts about the changed programme and the ways in which they are using digital technologies to enhance their learning. They explain the opportunities they now have for more flexibility and choice with their learning.

Collaborative Inquiry in a secondary school. (Part 1)

"In education I think we need to respond to the changing world. There are many influences. The advances in technology – we’re seeing such rapid change in technology. The students that we have in front of us have been a part of that their whole lives."

Collaborative Inquiry in a secondary school. (Part 2)

"Working with Grow Waitaha and the secondary incubator and having the opportunity to meet not just with ourselves but also with the other schools that are involved provides us with opportunities to refine what we’re doing and check in with each other."

Collaborative Inquiry in a secondary school. (Part 3)

"So what I’ve learnt from watching my students in class with the new technology is that they actually still need me as a facilitator. I’m having to show them how to use the tools that are at their disposal and how to manage those tools."

Reflect

How does your school engage in collaborative inquiry to monitor and reflect on different teaching and learning strategies your school implements?

What tools do you use to gather baseline data that can support your inquiry and help provide evidence of impact?

Do you share your teaching inquiries further than your own school? With whānau? What would be the benefit of doing this? 

Find out more 

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