I am learning to collect, categorize and interpret data in order to make meaningful suggestions and changes for best practice in my pedagogy.
The process of inquiry is a discipline and skill that develops with intentional practice. When I reflect back to our initial field study, my methods of gathering information were based on a set of criteria to categorize student learning. The majority of observation and reflection focussed on what my students were doing. My final presentation of that field study showcased products of student work as examples of what I had accomplished.
This semester I have been challenged to rethink how I look at inquiry. I understand, with greater clarity, the importance of asking questions about my own pedagogy. I have changed my recording methods by using a double-entry Journal that highlights the decisions I’ve made throughout the day.
These have become invaluable markers that have redirected and informed my own practice. I realize that inquiry is a dynamic process that requires self-reflection and a willingness towards transparency and change. These are areas of growth that I continue to pursue.