June 2022

Inquiry Action Projects: Another Step Towards Making Learning Visible Ms Susan Garson, Director of the Centre for School Wide Pedagogy

Cultures of Thinking Inquiry Action projects are one means for teachers to make their thinking about their teaching and learning visible . Indeed, Inquiry Action projects are founded on the belief that ‘paying close attention to the design of the learning culture we are creating for teachers’ is a very important step towards building a culture of thinking in a school (Patterson, 2022, p. 8). Classroom inquiry, or action research, is typically qualitative, involving teachers interpreting and ‘making judgements about how to improve their own practices’ (Kemmis et al., 2014, p. 11). Small steps taken to address a focus question of the teacher’s choice, offers an opportunity to delve into a self directed style of project that is relevant to the participant, and therefore often has longer-term consequences for the quality of teaching and learning in the classroom (Kemmis et al., 2014). Inquiry Action projects and parallel study groups at the School, offer a great opportunity for teachers to tell their own stories of practice, have time to learn from others, and to develop reciprocal relationships grounded in a shared passion for a quality education for our girls. Inquiry Action projects were suggested by our Cultures of Thinking expert consultants, Mr Simon Brooks and Mr Ryan Gill, who have both seen first-hand the benefits of folding in such an approach. These consultants trained a core group of Brisbane Girls Grammar School educators in the art of facilitation. The core qualities of a facilitator include being curious, a good listener, recognising what is powerful, believing others can learn, and being willing to be disturbed. At the same time, facilitators of Inquiry Action projects and study groups promote participation, ensure equity, and build trust amongst teachers. Facilitators encourage visible thinking—

the premise remains that inviting a culture of thinking in our professional learning for teachers provides an avenue for ongoing improvement in practice. Once trained in a range of questioning methods, as well as Thinking Routines and Protocols to structure and guide conversations, facilitators gather interested teachers in cross-faculty groups of up to six people for one-hour long meetings twice per term. Inquiry Action study groups invite teachers to drive their own inquiry and select a question, or a work in progress, in their teaching practice to anchor the conversation and become a launch pad for group discussion and actions. This guides new insights and ideas. The benefit of learning in study groups is that it is never about fixing the presenting teacher, but rather about growing our collective practice by listening to, and learning from, others. The emphasis is therefore very practical and encourages teachers to make small but meaningful changes in their own classrooms (Kemmis et al., 2014). The traditional model of action research follows a ‘look-think-act’ (Stringer, 2008) model where data is gathered, analysed, and solutions sought. However, this Inquiry Action model prioritises the more complex research spiral (Kemmis & McTaggart, 2000) that involves an ongoing cycle of planning, action, and reflection across an academic year. This is, by definition, continuous—the solution might not be found by a certain time, if at all. In this scenario, teachers do more ‘problem posing than problem solving’ (Patterson, 2022, p. 35). However, participating teachers have an opportunity to make their thinking visible, press one another’s thinking, and constantly investigate puzzles of practice in a safe and supportive context.

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Brisbane Girls Grammar School