This document outlines a teacher's mid-year progress in their professional learning inquiry. The teacher analyzed assessment, observation, and knowledge data to identify gaps in learning for struggling students and language speakers. Their original goal was to use modern technology, but they adjusted the goal to generally help those student groups. So far, the teacher has tried apps and activities for strugglers and reading materials for language speakers. While apps helped some areas, more well-developed options are needed. The teacher hopes to establish an effective, systematic program by year's end to stimulate and engage struggling students.

1. PROFESSIONAL LEARNING – mid year checkpoint
Steps of Inquiry Progress so far
Focusing Inquiry – focus on the students
What is important (and therefore worth spending
time on), given where my students are at?
• This focusing inquiry establishes a baseline
and a direction. The teacher uses all
available information to determine what
their students have already learned and
what they need to learn next.
What data did you use to determine what
your students’ needs were? What were
the gaps you wanted to fill? Did you need
to adjust your goal after you started?
Data I used:
 Assessment—tests for each
week.
 Observation
 General knowledge
The gap I woul dlike to fill:
 Group of students who
struggled to catch up with
mainstream students.
 Students who are speakers of
the language.
I do need to adjust the goal. Originally, I
was planning to focus on modenr
technology and how to use modern
technology to help students who struggle
to achieve the expected results and to
extend the learning of the students who
are speakers of this language at home.
After reassess the needs, I would like to
change the goal to how to help students
who struggle to achieve the expected
results and to extend the learning of the
students who are speakers of this
language at home. It becomes more
general instead of only on modern
technology.
Teaching Inquiry – focus on the pedagogy
What strategies (evidence-based) are most likely to
help my students learn this?
• In this teaching inquiry, the teacher uses
evidence from research and from their
own past practice and that of colleagues
to plan teaching and learning
opportunities aimed at achieving the
outcomes prioritised in the focusing
What strategies have you used? Have
they been successful? Can you see any
improvements in student outcomes?
I tried different apps for low achievers. It
helps in certain area of learning such as
numbers. However, there are not many
well-developed apps that are fun,
interactive, suitable for learners of this
age and cover the different areas of our
learning. For students who are speakers

2. inquiry. of this language at home, we had rhymes,
stories and songs to enlarge their
vocabulary and improve their
comprehension. We are trying to make it
more systematic.
Teaching and Learning – focus on the tools and
trialing of them
• Teaching and Learning takes place
Summarise your steps so far. Who have
you worked with? Have you involved your
students in feedback on your strategies?
Do you need some additional support
with your inquiry?
By now, I tried different apps and easy
activities for low achievers and different
reading materials and comprehension
sheets for speakers of this language and
record them before the lesson starts so
that they can work independently.
Learning Inquiry – focus on the results and future
plans
What happened as a result of the teaching, and
what are the implications for future teaching?
• In this learning inquiry, the teacher
investigates the success of the teaching
in terms of the
prioritised outcomes, using a range of
assessment approaches. They do this
both while learning activities are in
progress and also as longer-term
sequences or units of work come to an
end. They then analyse and interpret the
information to consider what they
should do next.
Eg Have you increased/improved your practice
around student centred learning? Have you
raised student engagement? How? How do you
know? Why? Why not?
This is what you are aiming for at the end
of the year – you may be able to make
some comments now.
By the end of the year, I am hoping to
establish a workable, systematic and
effective programme for students who
are not suitable for mainstream learning.
A programme that is stimulating that
keep them engaged, workable that they
can work without much supervision and
effective that they can achieve as much as
they can take in.