Following on from the last post, this talk from Sharon Friesen (Canada) is useful because she talks about the deep learning aspect of Teaching as Inquiry. I explain to new teachers that the reason they are engaging in reflection and recording it as evidence is to build reflection as an automatic behaviour. We all know that teachers who reflect are empowered and no longer feel that they are at the mercy of the students or that they can do nothing to change the situation. So they become agentic (an agent for change). But building inquiry into the psyche as a disposition is even more empowering as you are keeping alive the spirit of inquiry, the mark of a lifelong learner. Sharon talks of challenging and provoking yourself to effect transformative shift in your thinking, your belief systems and assumptions and so have greater influence on student outcomes. If you want the students to become inquirers, you need to model this in your behaviours.
The following image taken from Literacy Online - elearning as inquiry http://elearningasinquiry.tki.org.nz/
is clearer than the one from the curriculum and is using the same process
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