ABSTRACT
In Chapter 6 we looked at the big gains to be achieved by teachers, schools, systems and their learners, in this chapter I detail quite a number of pedagogical changes amongst teachers that took place over the course of our journey with practitioner enquiry, as well as some identified by other teachers in the case studies. These changes are not just in practice, but also in thinking and dispositions. Many of these were gained by individual teachers, but they then went on to have larger impacts for their colleagues and their schools. The changes that are identified range across all aspects of the curriculum, as well as whole school systems and structures. Areas covered include learning in numeracy and literacy, planning for learning, assessing learning, using data to inform future learning, classroom organisation, collaborating, developing dialogical approaches for learning, using display to support learning, providing meaningful feedback and how learners use this, meeting individual learning needs, identifying gaps in learning, using research to improve practice, developing progressive and flexible learning pathways, developing metacognition in learners, a greater focus on learning rather than resources or programmes, and the development of teacher expertise as more adopted ‘enquiry as stance’.
