How Choice Ignites Engagement and Learning in Early Primary Educators

• In Event: The Challenge of Using Adaptive Models of Collaborative Inquiry: Tensions Between Knowledge Generation and Dissemination Within Schools and School Districts

Abstract

Purpose and Perspective
This paper explores the role of choice within a collaborative professional learning inquiry in the context of the early primary years. Teams from seventy-two school districts participated in the study over two years. Teams comprised of representatives from kindergarten, grade one and grade two classrooms, school leaders and school district leaders. Teams engaged in a collaborative inquiry of their choice on student learning embedded in classrooms to further their own professional knowledge of early primary pedagogy and inquiry stance towards professional learning.

Professional learning is most effective when it is based on the assumption that teachers are ‘adaptive experts’ (Timperly, 2010), not individuals with professional knowledge deficits that require ‘topping up’ (Webster-Wright, 2009). To change and address genuine problems of practice, educators must be respected as adaptive experts and one such way to do so is by providing choice. Providing choice through inquiry honours the knowledge and skills educators possess as professionals.

However, given the body of existing knowledge on early primary pedagogy and that change is situated within a provincial context, some direction is required. Architecting the choices available to professionals by providing structures, defaults, options and feedback supports individuals to make good choices (Thaler and Sunstein, 2008). This paper will explore how choices were structured to support professional learning and engagement in the context of the teams engaged in this study.

Methods and Data
Data from all 72 participating teams include final monographs summarizing their inquiry approach and findings and documents from their inquiries (e.g., self-evaluations, individual reflections, web-conference text, transcripts of focus groups, action plans, and feedback provided). Documents were coded to identify common and divergent themes across the 72 teams in terms of what they learned and how they learned it. Individual case and cross-case analyses will be conducted to determine how choice supported and in some cases hindered professional learning and engagement as well as student learning and engagement. Participants in the second year responded to a survey on the characteristics of collaborative inquiry. Principal component analyses were conducted to gauge the fidelity of implementation to the inquiry approach within this study.

Results and Significance
This paper will discuss the challenges and potential of providing choice within professional learning through inquiry. Teams report significant adoption of an inquiry stance to professional learning. Preliminary analysis indicate a few critical features of success and challenge of locally owned inquiries that inform how this type of learning is supported, including: choosing an inquiry that is locally relevant; opportunities to build trusting professional relationships; strategic support of expert others and research; coherence with other initiatives; and a structured and consistent professional learning environment; consistent intentional and reflection on teaching practice. Further analysis to be presented in the final version of this paper will explore how supporting and architecting choices within collaborative inquiry deepens the understanding of choice in both professional learning broadly and within the context of early primary specifically.

Authors

• Rachel Ryerson, Ontario Ministry of Education

• Barnabas Chukwujiebere Emenogu, Ontario Ministry of Education