There is a timely conversation around classroom based Inquiry . If teaching is an evidence based profession, then , at times , in order to generate that evidence , we need to engage in inquiry focused practice , systematically and deductively collecting evidence and drawings conclusions about children’s learning , attainments and achievements.
This is a particularly valuable approach where children have Complex Needs , and in this time of global pandemic , we are seeing complex profiles of mental health need emerging in our children and young people . To unravel the impact on learning will be a challenging process, . The lens of Inquiry offers us the opportunity to execute that process.
The Evidence for Learning App, with its video facility, is a perfect teacher friendly tool for collecting this evidence as data, that can then be systematically analysed ,and deductions made.
Below is an interactive webinar around Observational Inquiry , hosted by Evidence for Learning, in which two leading practitioners , Martin McKenna and Katie Fielding outline work in their schools , using the Inquiry approach. Over 100 teachers then debate how this relates to their practice in their schools , the value of the approach , and the longer term implications.
We hear from a leader in Special Education, Martin McKenna, currently Deputy Head of Palmerston School in Liverpool, and about to take up the Headship of Foxfield School on the Wirral.
Martin articulates his philosophy around interdisciplinary teamwork which has a shared focus on a personalised curriculum through a pedagogy rooted in Engagement. The Evidence for Learning app (EfL) is used to capture each pupil’s learning against their personalised goals.
In this episode Vijita Patel considers the strategic implementation of the Recovery Curriculum for her school, Swiss Cottage School, Development & Research Centre in London. She does this from a stance of compassionate leadership, with a clear focus on engagement in learning.
Her penetrating analysis shows how child need should inform organisational judgements, and that a constant focus should be the emotional well being of the child. A mutually respectful relationship with families as co educators, is vital at this time she says.