Teacher Voices
The most valuable thing I gained from engaging in inquiry-driven innovation was the importance of multiple perspectives and the need to constantly re-think the questions that you are asking until you have got to the route of your inquiry. Once you have spent time working out what questions you really want answered, the remainder of the process falls smoothly into place.
- Emma MacDonald, former Assistant Director of Language and Communication, Wellington Silicon Oasis, UAE; currently Head of Secondary, Aldar Academies, UAE
Helen Loxston-Baker, Former Director of Teaching, Learning and Innovation; Anthony Loxston-Baker, Former Coordinator of History - GEMS Wellington Academy - Silicon Oasis
GEMS Kindergarten Starters – recently renamed as the GEMS Legacy School – is featured in an in-depth case study in the book. At the time of the project, they were a K-5 school of over 5300 students following the CBSE curriculum from India. One of their innovation projects involved introducing a new pedagogical approach into their kindergarten classrooms—an approach inspired by the Reggio Emilia Schools of Italy and Project Zero’s work on Making Learning Visible. Here some team members reflect on the impact of their involvement in the development of inquiry-driven innovation. (Note: the 100 Languages of Learning, which Zehra refers to, is a Reggio Emilia concept.)
Asha Alexander, Principal
Zahra Raza Shirazi, Educational Supervisor
Mareen Mathew, Teacher
The most valuable thing I gained from engaging in inquiry-driven innovation was ... learning effective processes in making positive change to student learning. As education professionals, it is important to keep our own growth mindset thriving. Having structure to challenge our thinking and practices, helped me keep students at the heart of everything and move my good assessment practices to become even better - more meaningful and more memorable for students.
Jennifer Parker, Curriculum Coordinator 6-12, GEMS American Academy, Abu Dhabi
