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      <title>Strategic Inquiry Process by Nicola Hewitt</title>
      <link>https://padlet.com/nicola30/5u92m1ove12b</link>
      <description>Focusing on making learning visible using learning intentions and success criteria to scaffold educationally powerful conversations </description>
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      <pubDate>2017-07-25 21:27:02 UTC</pubDate>
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         <title>Inquiry Cycle </title>
         <author>nicola30</author>
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         <pubDate>2017-07-25 21:28:11 UTC</pubDate>
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         <title>1. Scanning and Focusing </title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436791</link>
         <description><![CDATA[<div>Identifying focus for inquiry. Who, what and why.</div>]]></description>
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         <pubDate>2017-07-25 21:28:25 UTC</pubDate>
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         <title>2.  Developing a hunch</title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436863</link>
         <description><![CDATA[<div>Combine research showing what is known to be effective. Collect evidence of 'current reality'. Synthesize and analyse.  Ask the question "How are we currently contributing to the underachievement of this group of students?"</div>]]></description>
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         <pubDate>2017-07-25 21:30:02 UTC</pubDate>
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         <title>2a.Research</title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436873</link>
         <description><![CDATA[<div>Analyse what has been identified as effective practice for your focus students in your area of interest. </div>]]></description>
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         <pubDate>2017-07-25 21:30:16 UTC</pubDate>
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         <title>2b. Evidence of current reality </title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436905</link>
         <description><![CDATA[<div>Qualitative evidence (walk-throughs, student interviews, teacher questionnaire, whānau voice)</div>]]></description>
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         <pubDate>2017-07-25 21:31:04 UTC</pubDate>
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         <title>3.  Taking action - teacher preparation </title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436929</link>
         <description><![CDATA[<div>Teachers identify what their initial spiral should be according to where they are placed on the competency continuum.  </div>]]></description>
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         <pubDate>2017-07-25 21:31:34 UTC</pubDate>
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         <title>4. Taking action - learning outcome</title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436941</link>
         <description><![CDATA[<div>Fortnightly inquiry conversations in Syndicate Meetings to support fortnightly spirals of inquiry.</div>]]></description>
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         <pubDate>2017-07-25 21:31:46 UTC</pubDate>
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         <title>5a.  Checking </title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436950</link>
         <description><![CDATA[<div>Termly Tracking Meetings </div>]]></description>
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         <pubDate>2017-07-25 21:32:02 UTC</pubDate>
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         <title>5b. Checking</title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179436999</link>
         <description><![CDATA[<div>School-wide analysis of outcomes of inquiries </div>]]></description>
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         <pubDate>2017-07-25 21:33:13 UTC</pubDate>
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         <title>Creation of Practice Criteria </title>
         <author>nicola30</author>
         <link>https://padlet.com/nicola30/5u92m1ove12b/wish/179437020</link>
         <description><![CDATA[<div>Capture the successful strategies that have worked for children in this school.  Resources to be used by both leaders and teachers to support behaviours to become embedded in practice.  </div>]]></description>
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         <pubDate>2017-07-25 21:33:32 UTC</pubDate>
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