Fundamental to the mascil model of professional learning is how teacher groups work collaboratively to try things out in their classrooms. They take part in cycles of inquiry for each question that they decide to address and try to identify what works as they develop inquiry approaches to teaching and learning that connect learning to the world of work.
This approach has important implications for the design of the professional development sessions that you will coordinate. You need to ensure that each group meeting includes sufficient time for teachers to consider the focus of their next inquiry, as well as time for reporting back on their previous work in the classroom.
A typical general cycle of teacher inquiry is summarised in the diagram below.
There is one tool for this professional question:
This allows teachers to consider the inquiry cycle for themselves and discuss how this will be used in their work together.