THE INQUIRY TEACHING MODEL

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THE INQUIRY TEACHING MODEL
Learner as Problem Solver
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Questioning Problem-Solving

• Key delivery strategies for developing student
  understanding
• Blooms taxonomy identifies 6 levels of cognitive
  knowledge
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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MAJOR THEME

• LEARNER AS PROBLEM SOLVER
• Teacher frames the problem
• Students solve the problem cognitively, then
  formulate a movement answer

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5-STEP PROBLEM-SOLVING

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

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LEARNING DOMAIN PRIORITIES INTERACTIONS

• 1ST Priority COGNITIVE LEARNING
• 2nd Priority PSYCHOMOTOR LEARNING/FITNESS
• 3RD Priority AFFECTIVE LEARNING

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STUDENT LEARNING PREFERENCES

• PARTICIPANT
• COLLABORATIVE
• INDEPENDENT

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MODEL VALIDATION

• RESEARCH
• Shared decision-making, 1-5 graders, Schempp,
  1982
• Critical thinking, Ennis, 1991 McBride, 1992
  McBride Bonnette, 1995

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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

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VALIDATION CONT.

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

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TEACHING LEARNING FEATURES

• DIRECTNESS
• Direct Interactive
  Indirect
• ?--------------------?
• Content Selection ?------------------?
  
• Managerial Control ?------------------
  ?
• Task Presentations ?------------------
  ?
• Engagement Patterns ?-----------------
  -?
• Instructional Interactiion ?---------------
  ---?
• Pacing ?--(A)---------
  (B)?
• Task Progression ?------------------?

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• PREDOMINANT ENGAGEMENT PATTERNS
• Think move
• individually
• in pairs
• in small groups
• in temporary teams
• in large groups
• as an entire class

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• 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

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• TASK PRESENTATION TASK STRUCTURE
• Teacher frames the task asks the question
• Demonstrations rare
• Provides only enough information to understand
  the task problem
• Task structure provides parameters
• Space to be used
• Equipment to use or select from
• Grouping Safety Time Limit

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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

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EFFECTIVE TEACHING SKILLS

• PLANNING
• TIME CLASS MANAGEMENT
• TASK PRESENTATION TASK STRUCTURE
• COMMUNICATION
• INSTRUCTIONAL INFORMATION
• REVIEW CLOSURE

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CONTEXTUAL NEEDS

• ACTIVITY SPACE
• SUFFICIENT EQUIPMENT TO PREVENT WAITING TURNS
• ADEQUATE TIME FOR PROBLEM-SOLVING

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TEACHER/STUDENT ROLES RESPONSIBILITIES

• TEACHER
  STUDENT
• ?---------------------
  -?
• Starting Class ?-------------------?
• Bringing Equipment ?-------------------?
• Content Listing ?-------------------?
• Task Presentation ?-------------------?
• Task Structure ?(A)-----------(B)?
• Content Progression ?(A)-----------------?
  
• Assessment (1)?------------------?
• (2)?------------------
  ?

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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