Learning Story Inquiry Groups

In September 2019 I attended the ELP Learning Stories Conference. One of the workshops that I attended was run by Julia Koumbassa, the Centre Director from The University of Michigan. The workshop was about Learning Story Inquiry Groups. Going into it I was not sure what to expect, but what I came away with was inspiration, passion and ideas.

How could I use what I had heard to ignite some of the same in my team and the teachers that I work with?

I began by contacted Julia for advice and support and some guidance around how she initially started her Learning Story Inquiry groups. I delved in readings and research around coaching, mentoring and engaging in dialogue and how to give and receive feedback. I sourced some key articles and resources that I would share with the team. For example: The Thinking Lens by Margie Carter & Deb Curtis

:  https://www.uwyo.edu/wind/_files/docs/echo/ec-resources/session-materials-thinking-lens-1.pdf

I also contacted Julia and sought permission to share one of the videos that she used in her session. 

It was great to touchbase with Julia and boucne ideas off each other about the best ways to start up this kind of practice. 

I used my North West Weave newsletter to introduce and share the idea of Learning Story Inquiry Groups with my cluster. 

The first session was met by enthusiastic comments and 16 of my team signed up for the session. On the day we spent time developing a kaupapa and thought about the best ways to engage in positive and constructive dialogue with each other. We then spent 45mins-1hour in breakaway groups sharing and reflecting on the learning stories that we had brought along with us. 

Following the session I had feedback that the group enjoyed touching base with kaiako from other Kindergartens. They appreciated being able to share ideas and get some different perspectives on learning and how to assess and strengthen it. 

I think during this first session there was an element of nervousness and I hope that over time, as we are able to have more sessions the group feels more confident to share their ideas and give and receive honest feedback. 

From a number of kaiako that I have spoken with since the session they have reflected that following the session they are looking at how they record and talk about the learning that they see has changed and that they are also talking with colleagues about how to best use StoryPark to reflect this to their tamariki and whanau. 

I am glad that I have been able to start this conversation with other kaiako and hopefully will continue to engage them in critically reflecting and inquiring into their learning stories.