You have been immersed in carrying out your intended plan and adapting where necessary. Now it is time to pause again and reflect on where your plan and thinking have taken you in your learning.

Prompts for reflection

Think about: who, what, where, when and why.

What did you plan to do and why?

1. What was your original question and plan?

2. Why was this important for your context ?

3. How did you know it was an important focus for your enquiry?

4. How was your original enquiry backed up by policy and literature?

5. Where did your enquiry fit into the bigger, Scottish education picture?

What has happened in your enquiry?

Your enquiry plan may not have progressed quite as you envisaged. This is perfectly normal and expected. Take some time to reflect on what you’ve done so far and with whom. Consider colleagues and learners.

1. To what extent did you manage to answer your enquiry question?

2. What went well?

3. What bumps in the road did you come across and how did you attempt to adapt?

What are the implications and next steps?

1. What have you learned from the evidence you have gathered from your enquiring approach so far?

2. What does this tell you about the learning or wellbeing of your pupils?

3. What has the impact of taking this enquiring approach had on your colleagues and learning community?

4. What are your intended next steps?

5. Do you have more work to do on this area or can you see new enquiry areas opening up?

6. How might this practitioner enquiry inform your practice going forward?

What impact has this had on your professional identity?

A fundamental part of practitioner enquiry is the exploration and deeper understanding of ourselves as professionals. Through enquiry, what do we learn about ourselves, our professional identity, and the values, beliefs and actions that this encompasses?

Consider your professional standards. Values, beliefs and actions are an important part of the professional standards for all educators.

1. To what extent have you, as an educator, progressed and developed?

2. Have you achieved what you set out to achieve for your professional learning, and the learning of the children,  young people or adults that you work with?

3. What will this mean for your practice in the future? How have you embedded your engagement in practitioner enquiry into your professional review and development process?