Inquiry Based Learning in HPE David Inglis Student Success 7-12 Learning Coordinator: Health and Physical Education K-12 Business Studies Thames Valley DSB d.inglis@tvdsb.on.ca Deb Lawlor Curriculum Consultant-HPE Ottawa Catholic School Board debbie.lawlor@ocsb.ca Nicki Keenliside Instructional Leader -HPE Toronto District SB nicki.keenliside@tdsb.on.ca Rebecca Richardson Instructional Program Leader - HPE Halton DSB richardsonr@hdsb.ca

Learning Goals to develop a deeper understanding of the inquiry process to develop a process to implement inquiry based learning in HPE to develop a deeper understanding of how the inquiry approach leads to skill acquisition and engagement

Norms Stay engaged Experience discomfort Speak your truth Expect and accept nonclosure Always include this slide now as it establishes the norms for the session but reminds us about CRRP..

Video: A boy, a dog and a puddle

How are the boy’s actions like the inquiry process? Inquiry comes from a genuine curiosity

What is Inquiry ?

RAN Use your organizer to identify “What you think you know” about inquiry-based learning. Heinemann Publishing Youtube channel page 18,19

Inquiry in HPE Observe Infer Wonder

Activity: Post IT , Pile IT

What is Inquiry? We’re going to focus on formulating questions part THE INQUIRY PROCESS IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY Although there are differences in focus, concepts, and the types of questions asked, the inquiry processes for social studies, history, and geography are based on the same general model. This model represents a process that students use to investigate events,developments, and issues solve problems and reach supportable conclusions. 5 components • formulating questions • gathering and organizing information, evidence, and/or data • interpreting and analysing information, evidence, and/or data • evaluating information, evidence, and/or data and drawing conclusions • communicating findings It is important for teachers to understand that the inquiry process is not necessarily implemented in a linear fashion. Not all investigations will involve all five components; there are different entry points within the process. For example, teachers may: • provide students with questions and ask them to gather and analyse information, evidence, and/or data to investigate them; • provide students with a piece of evidence and ask them to analyse it and to draw conclusions based on their analysis; • ask students to apply the entire process. The entry points into the inquiry process may depend on student readiness. Prior knowledge, resources, and time may also be factors. It is important to be aware that inquiries will not always result in one “right answer”. Rather, to assess the effectiveness of their investigations, students must develop the ability to reflect on their work throughout the inquiry process. Such reflection requires the ability to develop criteria that can be used, for example, to evaluate the relevance of their questions, the accuracy and strength of their evidence, the depth and logic of their analysis, and the strength of the support for their interpretation and conclusion. Teachers need to demonstrate the skills needed for reflection, and provide opportunities for students to practise them, while encouraging students to continually reflect on their work. Likewise, students are engaged in aspects of communication throughout the inquiry process, as they ask questions, organize and analyse information, and critically evaluate their findings. The final communication of a student’s findings should take the form most suited to the nature of the inquiry, as well as to the intended audience, and should take the student’s learning style and strengths into account.

Inquiry Based Learning- Overview Teacher and/or student pose a question or problem that is interesting and relevant to the students and the discipline (think like a dietician/coach etc) Teacher models, scaffolds and supports the stage of inquiry through ongoing assessment of student work Teacher gradually releases responsibility for modelling as students gain more knowledge skill and confidence Teacher plays a new role as guide or facilitator

How is Inquiry Based Learning different? Traditional learning: Focused on mastery of content Teacher centered -teacher is dispenser of information and skill processes Much of assessment is focused on “one right answer” Gaining of new knowledge or skill through experience, practice or study Inquiry Based Learning Focused on using and learning content as a means to develop information processing and problem solving skills Student centered -teacher is more guide or facilitator of learning Emphasis on “how we come to know” Student is more involved in the construction of knowledge through active involvement Begins with a wondering, a problem, a challenge or a question Pause -What actual percentage of your total contact time with student this year was spent as Dispenser of knowledge? Facilitator of learning? eg. Students write a research paper on the benefits of being fit vs. Students create a plan for a home gym that all the family can use. What does being a facilitator mean? Rather than teach content, you will manage team member interactions so that teams stay focused and make progress. With your careful encouragement, each team's problem, plan of action, and outcome will emerge on its own, the unique product of its members' collective strengths and interests. In your role of facilitator, you will begin by briefing students on their projects they will be doing. When team work begins, you will spend most of your time observing team members to determine what problems they are having working together and completing their assignments. 12

Types of Inquiry Structured Teacher chooses question Teacher provides framework and resources Though the teacher selects the way in which students will demonstrate their new learnings, consider providing some choice in the type of products to address different types of learning styles (DI) By providing the resources, the teacher can model critical analysis of the gathered research This is best way for teachers and students just beginning to learn the required skills needed for an inquriy

Types of Inquiry Guided Teacher chooses question Student chooses direction and method of their inquiry. Teacher guides through feedback and asking more questions to lead student in right direction cartoon - Students get some autonomy yet teacher can still step in and provide help with teaching the required skills

Types of Inquiry Open Student chooses question and design Student conducts research independently You can differentiate an inquiry and have structured for most and open for a couple of students you may have some student in your class that can do this, eg. gifted Note : you may be in different parts of a continuum during the same inquiry - segway to next slide

Gradual release of responsibility Note -You may choose to have students work on an investigation independently, in pairs, in groups groups may be formed according to their ability to complete an inquiry and fall in different parts of responsibility eg. for struggling readers you may provide some resources for them to use, while providing others with websites to go to for gathering research

Developing Inquiry Questions (How do I know if the question I create is essential and will provoke inquiry?) An Essential Question will be successful if it meets two criteria: If it is phrased in such a way to be interesting and compelling to students If it gets after enduring understandings from the discipline being studied - whether science, social studies, or the arts, or an integration of these. from: Inquiring Minds Learn to Read and Write, p. 45 In HPE students use critical thinking skills when they assess, analyse, evaluate the impact of something, form an opinion and support that opinion They are encouraged to develop their ability to ask questions and explore a variety of answers to those questions Teachers can support this through using effective questioning and planning instruction to support inquiry The teacher’s questioning provides students with a model for developing their own habits of inquiry eg. FMS and TGFU can have Qs’s to develop skill and tactical awareness how can you position you head when you land from the jump to decrease the risk of injury? how can you and your partner work together in order to keep possession of the ball ?

Questions Are The Fuel That We Need To Help Us Develop As Thinkers Are all wars bad? Is the school system fair? Who should lead? Who should follow? When should we fight? What is the best type of power? What makes a good friend? How can I make my community a better place to live? What is well being? Is there a best way to learn? What is beautiful? What is kind? What is good? What does it mean to be Canadian? What is diversity? Inquiry begins with a question the ability to respond to these questions helps students build their confidence and competence as they develop physical and health literacy

Sort & Categorize Questions Julie

A good question... Is an invitation to think ( not recall, summarize) Come from genuine curiosity and confusion about the world Makes you think about something in a way you never considered before Invites both deep thinking and deep feelings; leads to more questions Asks you to think critically, creatively, ethically, and reflectively about essential ideas in a discipline -Adapted from Barrell, John Developing More Curious Minds, ASCD (2003)

Ranking Ladder to Determine Importance A Good Question: is an invitation to think (not recall, summarize, or detail) comes from genuine curiosity and confusion about the world makes you think about something in a way you never considered before invites both deep thinking and deep feelings leads to more questions asks you to think critically, creatively, ethically, productively, and reflectively about essential ideas in a discipline is open-ended; typically there is no final, correct answer points towards important, transferable ideas within (and sometimes across disciplines) requires support and justification; not just an answer recurs over time; the question should be revisited

Considerations End a conversation —Avoid “leading” questions which suggest an answer Should violent teens face harsher punishments than adults? Try to use neutral questions which are less biased Is justice the same for teens and adults? End a conversation — Don’t lead to deeper understanding — — Open a conversation — Develop critical thinking google-able questions (go to wikipedia and find answer) and non-googleable questions (needs critical thinking, considers various perspectives, etc) Why would the Canadian Olympic team benefit from more women athletes? vs Should gender equity be a consideration of Olympic team representation?

Using Graphic Texts - Infographics and Archival Images as Provocations

Formulating a Good Inquiry Questions In groups of 3-4 choose one of the infographics on the table Using the criteria created, formulate your own inquiry questions that focus on the HPE specific concepts

•Exchange questions with another person Pairs Feedback •Exchange questions with another person •Apply the criteria for a good inquiry question and give some feedback for the group if time this could be done as a gallery walk emphasize the feedback needs to be given by using the criteria- this is what we’re asking our students to do

Self Assessment/ Debrief —Apply the feedback to your inquiry question(s) — “Why is this stage so important for student learning?” if time next steps time to reflect, make corrections,

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