To what extent do you use an inquiry-based approach in your teaching?
While on this imaginary exploration, confusion and doubt soon crept in as I began to question what was on the other side of the brick wall. If I smashed through this wall, something had to be there and the mere thought of this deepened my curiosity about the endlessness of space and how far it actually went on for.
As my father was a space and aviation enthusiast, I would quiz him with a barrage of non-stop questions about space and the universe. He would try to explain the concept of ‘infinity’ to me which was quite difficult to comprehend and process at such a young age. I clearly remember a feeling of tension and uncertainty which was unsettling to me, but not in a negative way as it led to me wanting to figure things out. As I grappled with this understanding, there were always more questions that continually prompted me to want to know more. Nobody was there demanding that I find out the answers or commanding me to read books and encyclopedias on the topic. This boyhood curiosity sparked within me the desire to pursue a greater understanding completely on my own and you know what, I loved it!
“Inquiry’ has become quite a buzzword in education over the past several years with loads of different perspectives being thrown around by researchers and practitioners alike trying to figure out exactly what it means, how it works, and its impact on student learning. As for me, my own definition of inquiry has changed drastically over the years and it’s been through a whole spectrum of ups and downs in my teaching that has resulted in the constant evolution of what inquiry means within my own practice.
A few years back, I had one of those moments in my teaching that forced me to confront the fact that I had no idea what inquiry actually was. Let me provide a bit of back story here to give you some perspective. I was teaching a movement composition unit in my PE program and had just given the students a summative assessment task that required them to create a final dance routine in groups of four or five.
I had given the students the last 3 classes of the unit to create their routines, get feedback, tweak and improve, practice, and finally perform. The task seemed quite simple and I thought that I had made the final assessment criteria abundantly clear to my students. I set them off on their journeys feeling very proud of the learning environment that I had created, lots of choice and ownership on the direction to take with their final routines. A textbook example of inquiry in action....... or so I thought.
There was one group of students who seemed to be experiencing one roadblock after another and despite me stepping in several times to ask questions, get them thinking, and provide them with a bit of assistance, nothing seemed to work. I must admit that I was getting extremely frustrated and could not understand why they couldn’t get the job done. At the end of the second class, they had still not really accomplished anything which was even more frustrating and resulted in me having a go at them. At the time, I felt that they were being irresponsible and had bad attitudes. I sent them off letting them know that they only had one class left to get it together and to make something happen in order to be ready to perform their final routine the following lesson.
As I reflected on the situation, it didn’t take me long to realize that something was drastically wrong and all fingers pointed directly back to me. I had just committed the treacherous act of not know my own students and to what extent they could handle choice. In giving them blanket free choice over their learning, I was putting them in a situation that they could not handle. I felt terrible and knew that I needed to apologize to them and change up strategies right away if I was going to help them find success in the unit.
I realized that I needed to step in and take control of their learning and provide them with a specific direction which resulted in them not having much choice at all in regards to their learning. The laws of inquiry were no longer in action as I was now in control. To me this didn’t feel very good either as I was teaching in an ‘inquiry-based’ program and thought I knew what inquiry meant. I was left feeling a bit confused trying to make sense of it all.
To a very experienced teacher, it seems obvious that there are moments when teachers must step in to direct instruction, but to me at the time, I was still grappling with what inquiry was. I felt that it was blanket free choice over learning and letting them get on with things. How wrong I was.
Inquiry can be a beast at times, very tough to pin down and define. As educators we never want to crush curiosity and without question we definitely want to provide choice and ownership to our students. Creating a learning environment that is meaningful, relevant and contextual means that we must know our students and to what extent they can handle choice. We must know when to step in and take control as opposed to sit back and be a facilitator of their learning. Good teaching requires both.
“I’m a facilitator of learning!” Understanding what teachers do and what students do within student-centered physical education models.
As you read the paper, I’d like you to think about the following questions?