1. Inquiry Based Learning in HPE
David Inglis
Student Success 7-12
Learning Coordinator:
Health and Physical Education K-12
Business Studies
Thames Valley DSB
Deb Lawlor
Curriculum Consultant-HPE
Ottawa Catholic School Board
Nicki Keenliside
Instructional Leader -HPE
Toronto District SB
Rebecca Richardson
Instructional Program Leader - HPE
Halton DSB

2. 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

3. 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..

4. Video: A boy, a dog and a puddle

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

6. What is Inquiry ?

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

8. Inquiry in HPE
Observe
Infer
Wonder

9. Activity: Post IT , Pile IT

10. 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.

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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 ?

18. 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

19. Sort & Categorize Questions
Julie

20. 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)

21. 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

22. 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?

23. Using Graphic Texts - Infographics and Archival Images as Provocations

24. 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

29. •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

30. 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,

31. Thanks joining us...