Encouraging Questioning And Curiosity in PE
“Questions are at the heart of inquiry. Effective learners ask questions” (Murdoch, K. 2015, p.56)
Murdock, K. 2015. The Power of Inquiry. Teaching and learning with curiosity, creativity and purpose in the contemporary classroom. Seastar Education.
Worth checking 4 Generations 4 Education for valuable professional development opportunities!
In the rush of the last three weeks of school, I couldn’t miss the chance to connect with my students and the learning that happened this year. Technology is ubiquitous now days and I am happy that I have got a glimpse from my favorites partners in this learning journey: the students!
I created a Padlet for each grade that I work with and I have shared it on their grade Seesaw online portfolio. The aim was to enhance the value of all the learning experiences we have been through.
Then I edited a Google Form document for each grade that contained a set of relevant questions for the PE context. Since the end of the year is busy with events, I have managed to navigate and take from my free time and not their PE time, to apply the form and collect students’ answers.
The answers were nothing but simple thoughts that learners felt comfortable to talk about: While some “wish to do more swimming and dancing”, others dream to “get to run in the speed of light and getting a six-pack”. The students are “proud of working in a group and they wish they could “get better working independently”. Some they learn best “by making mistakes”, others enjoy “playing games, listening and asking questions”. “We should have chocolate or ice-cream fountains” and they feel very proud and motivated when playing Go Home, Stay Home and everyone is cheering their name.
Lastly I have worked in Canva to display an overall presentation of this reflection, including the Padlet and the answers.
I feel that the power of reflection may enable students to better express and acknowledge their achievements or areas of improvement and it constitutes a great opportunity to generate meaningful feedback. I would definitely use this experience in the beginning of the next academic year, when it can prove beneficial in harnessing information related to students’ prior knowledge. With an increased value of the pre- and formative assessments in learning, I am curios and excited about the road that lies ahead. It keeps me engaged and motivated on a path that I am passionate about: Learning.
Let’s connect if you want to exchange similar learning experiences or to find insights about this reflection!
We enjoy educating, we embrace challenges and most of the time we do spread the positive around us. We are looking for inspiration in our quest for making the difference and often we surpass ourselves.
We enter the students’ world and we explore mistakes in our lives. We allow ourselves to fail, often, and we are comfortable with not knowing what is about to happen.
We are vulnerable but we step outside the comfort zone. We believe we can learn anything starting by questioning everything.
We dream big.
According to Erickson (2014), ‘children need to grapple with the content, knowledge, and skills they are learning in order to reach conceptual understandings’.
Join me in this workshop to explore together how conceptual understanding will help students decode life and adapt their learning to different situations.
Erickson. H.L. 2014. Transitioning to Concept-Based Curriculum and Instruction. How to bring content and process together, p. 55. Corwin.
We were impressed about the homework that connected with Alex’s unit of inquiry in grade 3. The central idea is: “Leadership can be exhibited in different settings and scopes”.
Through the key concepts of form, perspective and responsibility, students inquire about the characteristics of leaders, circumstances that shape them, and various opportunities for leadership that they can explore in the community.
Using his thinking skills, researching and communication, Alex shortlisted his grand mother, Khaled Abdul Malak, his mother, Sue, a Stamford educator, and he decided to illustrate Marcus Smith and his leadership skills in the homework. Marcus is the founder of InnerFight, and he is a highly qualified performance coach and an international athlete. Although they have met only a few times in Marcus’ Dubai based gym (once at 5.00 am), Alex is definitely inspired and has a strong understanding of the powerful messages sent through living this lifestyle. His perspective on leadership is exemplified in the homework.
Thanks to Mandala Barab, Alex’s class teacher and the group of educators collaborating on the unit’s strategies, grade 3 students are starting the year equiped with meaningful experiences that empower them to make connections and transfer them into real life.