LiLAC: Teaching as Inquiry

Focusing Inquiry Teaching Inquiry

Baseline data / area of focus: Strategies / developing aspect:
ECART- Scaffolding to support students Target:
development and provide the appropriate • Develop inquiry based learning
structures to get to the next level • Develop critical thinking
• Encourage research
Teaching and learning sequence: Using the Teaching and Learning Evidence of impact
Continuum as a way of working (Planning, samples of students’ work, lesson
observations, photos, video clips, resources,
student voice, teacher voice, etc.)
• Video stimulus Sample of students work
• Relevant vocabulary development ASTA SUPPORT
Demonstration
• Focus questions/ Discussion
Setting the context • Interviews

• Guided reading Sample of students work

• Using Graphic Organizer ASTA SUPPORT
Shared
Demonstration • Visual images analysis
• Sequencing texts
Deconstructing and • Highlighting parts of text
modeling • Cloze activities
• Vocabulary building tasks

• Jig saw activity Sample of students work

• Definite Genre- (no model provided in my situation) Photos
Guided Practice
ASTA PD
Joint construction

• Journal entries Evidence Folder

• Self reflection forms ECART Product
Independence
• Peer reflection forms Photos of the presentation
• Plan “to do”/ students decide on materials needed ASTA SUPPORT
Independent
construction • Text construction

Learning Inquiry: What happened as a result of the teaching, and what are the implications for future teaching and
learning?
As a result, teaching was more enjoyable and student-centered. To emphasize continuity of such a learning process, students must be encouraged to do more
research strategies (guided practice) to build more field knowledge. Teachers should also encourage students to revise, edit, and proofread. This will also alert
 students to use the language of the text type.

STUDENTS TEACHERS SKILLS MAP CA PURPOSE What goes in the evidence

WILL WILL LINKS file?
(strategies) (Most evidence reflects UAE
heritage and culture)
CONTEXT • Select texts analysis Reading for to familiarize students with • Plan for the final product
Setting the context

• As a starting relating to making meaning/ the theme, topics and issues • Log of new vocabulary
point read a the theme choices multiple choice relating to the theme
• Samples of narratives/ reading
narrative that • Model and questions/ short expose students to a range
tasks
relates to the guide answers/ longer of perspectives through
• Reflection
theme reading a answer type narrative
questions to address the English • Video stimulus (newly introduced
• Teacher and narrative
Learning Plan requirement trimester 2 after LILAC COURSE)
or students
choose their Ongoing
own discussion
narratives to
read
• Identify the model a ranking analysis to identify qualities of
qualities activity evaluate characters and the effects of
found in collaboration their responses
characters in to relate our understanding
the narratives of self to others
and rank to evaluate qualities
them
• Choose a facilitate a student to facilitate students making
topic within brainstorm of the directed choices to direct their own
the theme potential ideas and choices learning
that interests topics within a decisions
the individual theme
student
RESEARCH provide research Research to develop research skills: • Graphic organizers
Shared Demonstration

• Read and find opportunities for skills checklist collect/sort/select/or • Updating a journal
more students to read, responsibility ganize/present • Internet based research
information visit library, analyze Ongoing to use different resources • Library based research
about the computer lab collaboration discussion with a range of perspectives • Reflection
chosen to build knowledge
topic/idea
from a range Guided writing/
of texts and using visuals to
media write a narrative.
• Make a media Guide students to research Using connectors to organize and manage
file of keeping a folder skills and conjunctions research
researched responsibility
material creativity
• Find and encourage students research to make connections to
 collect to source material skills current events and issues
commentary from home creative and student learning
that is provide thinking
currently opportunities for collaboration
being students to share
reported on
the chosen
topic/idea
TV, newspaper,
web, images,
magazines
• Classify the model and guide research to organize information and
information classifying skills thoughts
found strategies
STRATEGIES Model and guide collaboration Writing to see the relevance of ideas • Model narrative samples (more
Make activities decision narratives and make sense of the world required)
connections facilitate groups making when making connections to • Update of vocabulary log
between: and individual work analysis Using the self, Emirati culture and the • Cloze activities
• yourself and student language of the world • Reflection
your world directed genre • Vocabulary building tasks
and the creative
• Compare and contrast between a
topic / idea thinking Ongoing
model sample narrative and the
you have independent discussion
student’s narrative
read about learning
Vocabulary cloze • Use graphic organizers
• Other texts
and activity
information
Guided Practice

about the
topic/idea
• Emirati
culture and
heritage and
the idea /
topic
• Make your use 100 common student to build awareness
own word list directed to consolidate understanding
vocabulary core vocabulary taking of concepts
list including facilitate students responsibility to build vocabulary in
difficult, new developing their Speaking, Listening,
and own vocabulary list Reading, Writing and
interesting Viewing
words related
to your
topic/idea
REFLECTION model the thinking reflecting Ongoing to support self reflection to • Evaluation and reflection form
AND REVIEW skills in making reviewing discussion move forward • Self assessment checklist
• Make notes in journal entries • Peer assessment checklist
a journal ‘What if…” • Updating the journal
every time Interview your • Reflecting on the “to do” plan
you think of partner, parent,
• Gathering more data relevant to
any ideas you …etc
genre
have when
 reading
Compare and
contrast students
writing to model
• Brainstorm – model/scaffold a collaboration writing using To work collaboratively to
from the process for “where review graphic share and build on
chosen area, to next” creative organizer knowledge and information
what more do thinking to move forward
I need to
know about
the Use the
topic/idea? language of text
• Discuss with develop discussion collaboration type in different
peers what I protocols reflecting activities
know and model and guide a
what I don’t process
know about
the topic/idea
• Seek an brainstorm who and research Complete to work collaboratively
expert or what students collaboration assessment to seek advice
mentor to might talk about checklist to focus student direction
interview or with an expert or within the topic/idea
discuss your mentor
idea / theme guide how to find
Independent Construction

an expert or
mentor
• Brainstorm familiarize students making to support students
the with the multiple choices awareness of the possibilities
possibilities of intelligences making of ways to present skills,
the most product options decisions information and
suitable creativity understanding
product to collaboration
demonstrate
how you
understand
your chosen
idea
(consider
multiple
intelligence
s)
• What are you model and guide making to support students
good at thinking about why decisions awareness of their strengths
producing? you are good at self
(consider something reflection
multiple
intelligence
s)
• Seek develop protocols student to support clarification of
clarification for discussion directed choices and decisions made
from peers, conference with taking
 teachers, students responsibility
parents and collaboration
mentors
about your
choice of
product you
make
• Reflect on guide the language reflection to support self reflection as a
your learning of thinking about tool to move forward
as a reader reflecting
and thinker
ORGANISATIO scaffold planning taking Complete to support organization • Draft of the “to do” plan
N components responsibility assessment • planning • ECART PROCESS checklist to track
• Keep a Rich keep a running student checklist • time management progress
Rask reminder of time directed task • working towards • Rubrics
Evidence File for students management Understand and completion
• Understand conference with Reflect using
and follow individual students rubrics
the set ensure students
criteria understand the Ongoing
• Develop a criteria and discussion
plan requirements of the
o Make a checklist rich task
of the steps and
components to
make your
product
o What materials
and resources to
I need?
o What is my
timeline?
o What is the due
date?
FINAL develop a present as Presenting final to demonstrate • Presentation rubric
PRODUCT presentation an product against understanding skills and • Possible visuals
• Present an schedule independent definite rubrics knowledge of the • Self assessment checklist
individual assess against learner task/ideas/issue
product criteria creativity Use self
(provides assessment
evidence of checklist
knowledge, skills
and
understanding
• Orally explain
the idea and
process
• present the
rich task
evidence file
(provides
 evidence of
the inquiry
process)

Focus Inquiry

In our current context, and with the introduction of the ECART, it is inevitable that the teacher integrates and practices all English skills
in the classroom. Both the English ASTA and the English Language Development ASTA emphasized the importance of using the
language of the text type in different areas. They also encouraged critical thinking and higher order thinking activities. The English
Language Development ASTA modeled a lesson using the learning continuum. She had introduced the learning continuum and
reinforced the importance of each stage in learning English. Thus, this facilitated the process of accomplishing the outcomes of the
ECART. No doubt, there were several drawbacks, as to maintaining progress, relevant resources, and most importantly raising students’
performance to the expected standards- while improving teachers’ performance-the outcomes were considerably successful.

The LILAC course empowers teachers with different methodologies and literature. The learning continuum is extremely helpful. As
reflected in the 1st table (Teaching as Inquiry), the teacher set the context, deconstructed and fairly modeled, and would end the task
with independent construction (their favorite). The teachers and ourselves as supporters did not realize the effectives of guided practice,
or joint construction. Had that element between consistently implemented and reinforced, teaching and learning would have been
clearer. Without it, teachers would question themselves that students’ participation has dropped, or ask themselves “what is missing?”
They did use graphic organizers and authentic material to empower their students with a deeper understanding, but they never worked
alongside with their students to deconstruct and then construct a piece of work. My target is to model and co-teach with my teachers
more consistent joint construction and examine its impact on students learning.

Teachers keep personal portfolios and evidence of their work. During department meetings, teachers share good experience and
exchange resources. By the end of trimester, one, one teacher from each grade level gathered all the material covered and combined
them into one booklet. The ASTA acknowledged the booklet, and teachers are still building up their portfolio and reflecting on their
work in trimester 2 onwards.