Week 5 - Inquiry Learning

This week was all about inquiry-based learning and how to promote it in a HPE context. It was my groups turn to run a micro teach about a learning pedagogy and therefore we became 'experts' in how to implement this approach into a HPE setting (appendix 1.1)

. Through various readings, videos and our practical there was much to be highlighted.

Whilst the UC ACHPER (2019) video demonstrated visually what inquiry-based learning may look like in terms of discussions, brainstorms and students leading their own investigations the readings took a different approach including providing studies and facts to convey their message of inquiry learning and its capabilities.

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Inquiry-based learning is identified as necessary in terms of curriculum context (O’Connor, Jeanes and Alfrey 2016). The Victorian curriculum highlights students to be able to achieve critical inquiry skills, so not only is it a base approach for education it is also a HPE standard (O’Connor, Jeanes and Alfrey 2016; VCAA). Inquiry learning has enormous potential to increase student engagement, due to the increased responsibility placed on students for their own learning but does take time and investment when educators are learning to utilise it (Guido 2017).

The learning domain that is prioritised for Inquiry-based learning is the cognitive domain (Gurvitch & Metzler 2010 p.33; Metzler 2010). It is an instructional model that enables students to think, then move and the educator becomes the facilitator of student thinking, problem solving and discovery (Guido 2017; Gurvitch & Metzler 2010 p.33).

The inquiry learning model whilst an ‘inclusive’ model, may inhibit the ability of those with less problem-solving skills to partake appropriately within inquiry lessons (Metzler 2011).

Inquiry privileges students that thrive in student-led activities, students that are comfortable to lead their own investigations and have genuine curiosity in subject matter (Metzler 2011).

Inquiry has become a personal favourite of mine to utilise within planning and whilst I visualise my scheme of teaching including many MBP Inquiry-based learning will be one that I will enjoy and feel confident implementing.

I have personally seen it used in regards to various subjects, however am planning to implement it myself within a dance unit for Year 9 HPE.

References

Guido, M 2017, All About Inquiry-Based Learning: Definition, Benefits & Strategies, prodigy, retrieved 2 April 2020, <https://www.prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/>

Gurvitch, R. and Metzler, M., 2010. Theory into practice: Keeping the purpose in mind: The implementation of instructional models in physical education settings.Strategies,23(3), pp.32-35.

Metzler, M 2011, Instructional Models in Physical Education, Routledge, London. Available from: ProQuest Ebook Central. [30 March 2020].

O'Connor, J., Jeanes, R. and Alfrey, L., 2016. Authentic inquiry-based learning in health and physical education: a case study of ‘r/evolutionary’ practice. Physical Education and Sport Pedagogy, 21(2), pp.201-216.

VCAA - see Victoria Curriculum and Assessment Authority

Victoria Curriculum and Assessment Authority (2020) Victorian Curriculum F - 10; Health and Physical Education, Victorian State Government, retrieved 31 March 2020 <https://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/curriculum/f-10>

UC_ACHPER_2018_Inquiry model_Primary School 2019,Vimeo, UC Faculty of Education, 1 March, retrieved 31 March 2020 <https://vimeo.com/320684431>

Appendix

Appendix 1.1

Micro Teach Slides