Here is a video (in two parts) that discusses strategies for creating surveys.
If you plan on doing a FIG and/or using a survey with your students, this video can help you create the most effective survey to get the information you need while respecting the time and privacy of your respondents.
2011 bcctlc surveymethods part1
2011 bcctlc surveymethods part2
Please post any questions below.
Why does inquiry require a question?
Often, when we are working to fulfill some requirement or to achieve some goal, we do not stop to go deeper into the issues before us. We must give quick answers and solutions based on anecdotal data or on our hunches and intuitions. This is a normal way of approaching issues.
Inquiry allows us the room to wonder, to question, and to ask our students what they think. It opens a space for critical and creative thinking, for building our receptivity to ideas that may not match our own, and it allows us to change our minds. So, rather than come up with a solution after a long meeting, a strong inquiry question guides our discussions, our research, and our listening, so that eventually our thinking leads to thoughtful decisions, policies, and practices.
A good critical question:
This article discusses elements they thought lead to effective teacher teams. I found this through Alexis Alexander’s excellent EDT 6 course!
An excerpt is below:
NCTAF’s Six Principles of Success for Professional Learning Teams
Shared Values and Goals: The team should have a shared vision of the capabilities of students and teachers. They should also clearly identify a problem around which the learning team can come together, with an ultimate goal of improving student learning.
Collective Responsibility: Team members should have shared and appropriately differentiated responsibilities based on their experience and knowledge levels. There should be a mutual accountability for student achievement among all members of the learning team.
Authentic Assessment: Teachers in the community should hold themselves collectively accountable for improving student achievement, by using assessments that give them real time feedback on student learning and teaching effectiveness. These assessments are valued—not because they are linked to high stakes consequences—but because they are essential tools to improve learning.
Self-Directed Reflection: Teams should establish a feedback loop of goal-setting, planning, standards, and evaluation, driven by the needs of both teachers and students.
Stable Settings: The best teams cannot function within a dysfunctional school. Effective teams required dedicated time and space for their collaborative work to take place. This required the support, and occasionally, positive pressure from school leadership.
Strong Leadership Support: Successful teams are supported by their school leaders who build a climate of openness and trust in the school, empower teams to make decisions based on student needs, and apply appropriate pressure perform.
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