Читать книгу The Data Coach's Guide to Improving Learning for All Students - Katherine E. Stiles - Страница 17

Collaborative inquiry—a process where teachers construct their understanding of student-learning problems and invent and test out solutions together through rigorous and frequent use of data and reflective dialogue—unleashes the resourcefulness and creativity to continuously improve instruction and student learning.

Teachers possess tremendous knowledge, skill, and experience. Collaborative inquiry creates a structure for them to share that expertise with each other, discover what they are doing that is working and do more of it, and confront what isn’t working and change it. When teachers generate their own questions, engage in dialogue, and make sense of data, they develop a much deeper understanding of what is going on relative to student learning. They develop ownership of the problems that surface, seek out research and information on best practices, and adopt or invent and implement the solutions they generate. The research base on the link between collaborative, reflective practice of teachers and student learning is well established (Little, 1990; Louis, Kruse, & Marks, 1996; McLaughlin & Talbert, 2001). When teachers engage in ongoing collaborative inquiry focused on teaching and learning and making effective use of data, they improve results for students.