THE INQUIRY TEACHING MODEL

Learner as Problem Solver

Questioning & ProblemSolving

Key delivery strategies for developing student understanding Blooms taxonomy identifies 6 levels of cognitive knowledge 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

MAJOR THEME

LEARNER AS PROBLEM SOLVER

Teacher frames the problem Students solve the problem cognitively,

then formulate a movement answer

5-STEP PROBLEM-SOLVING
1.
2. 3. 4. 5.

Identification of the problem Presentation of the problem Guided exploration of the problem Identifying & refining the final solution Demonstration for analysis, evaluation,and discussion

LEARNING DOMAIN PRIORITIES & INTERACTIONS

1ST Priority: COGNITIVE LEARNING

2nd Priority: PSYCHOMOTOR LEARNING/FITNESS 3RD Priority: AFFECTIVE LEARNING

STUDENT LEARNING PREFERENCES

PARTICIPANT
COLLABORATIVE INDEPENDENT

MODEL VALIDATION
RESEARCH
Shared

decision-making, 1-5 graders, Schempp, 1982 Critical thinking, Ennis, 1991; McBride, 1992; McBride & Bonnette, 1995

VALIDATION CONT.
CRAFT KNOWLEDGE Inquiry-based teaching prominent in p.e. for 40 years

Movement Education Educational Gymnastics Skill Themes Group Initiatives & New Games Dance

VALIDATION CONT.
INTUITIVE VALIDATION Higher order cognitive outcomes cannot be effectively achieved with direct instruction Inquiry techniques facilitate student learning without supplying the answers

TEACHING & LEARNING FEATURES

DIRECTNESS
Direct Interactive Indirect --------------------

Content Selection ]]]]]------------------ Managerial Control ----]]]]]-------------- Task Presentations ]]]]]------------------ Engagement Patterns ---------------]]]]]--- Instructional Interactiion --------]]]]]---------- Pacing --]]]]](A)---------(B)]]]]] Task Progression ]]]]]------------------

PREDOMINANT ENGAGEMENT PATTERNS Think & move:

individually

in pairs
in small groups in temporary teams

in large groups
as an entire class

INCLUSIVENESS Inquiry teaching is highly inclusiveness All students have an opportunity to devise their own solutions When inductive reasoning is the focus, most answers are acceptable to some degree

TASK PRESENTATION & TASK STRUCTURE Teacher frames the task & asks the question
Demonstrations rare Provides only enough information to

Task structure provides parameters Space to be used Equipment to use or select from Grouping; Safety; Time Limit

understand the task & problem

TEACHER EXPERTISE
TEACHER

NEEDS KNOWLEDGE IN SEVERAL AREAS

Learners Learning Theories Developmental Appropriateness Learning Domains & Objectives Task Analysis & Content Progression Assessment P.E. Content Curriculum Models

EFFECTIVE TEACHING SKILLS

PLANNING
TIME

& CLASS MANAGEMENT TASK PRESENTATION & TASK STRUCTURE COMMUNICATION INSTRUCTIONAL INFORMATION REVIEW & CLOSURE

CONTEXTUAL NEEDS
ACTIVITY

SPACE SUFFICIENT EQUIPMENT TO PREVENT WAITING TURNS ADEQUATE TIME FOR PROBLEMSOLVING

TEACHER/STUDENT ROLES & RESPONSIBILITIES

TEACHER STUDENT
----------------------

Starting Class Bringing Equipment Content Listing Task Presentation Task Structure Content Progression Assessment

]]]]]------------------- ]]]]]------------------- ]]]]]------------------- ]]]]]------------------- ]]]]](A)-----------(B)]]]]] ]]]]](A)----------------- (1)]]]]]------------------ (2)------------------]]]]]

ASSESSING LEARNING
INFORMAL ASSESSMENT
Checks for understanding; Evaluation of responses

FORMAL & TRADITIONAL ASSESSMENT

Quizzes; computer tests; worksheets; skill tests

ALTERNATIVE ASSESSMENT
Student-peer; self; GPAI; movement & media presentations