Wednesday, June 7, 2017
Blog Post #6
I look at inquiry-based learning as a process that contains trial and error. The learner is not given much information, they are expected to develop an answer through research and experiences. In my classroom I work with special needs students, and a lot of them build on their skills through trial and error. If they are having trouble shooting the ball in the basketball hoop I will reteach the technique, but I allow them to think of where they need to aim in order to make the shot. For my learning almost everything that I have done in my FRIT courses has been through inquiry. My professors provide instructions on the product they expect, and then allows us learners to figure out the process. I have included a wordart design that exemplifies my definition of Inquiry-based learning.
Adaptive Physical Education does not have a specific curriculum, nor content standards. All teaching in this class is authentic and specialized to every learners needs. In many cases it is difficult for my students to get a deep understanding of the concepts, so I must keep things pretty basic and repetitive. It is my deep understanding of my students needs that allows me to prepare and instruct meaningful lessons. I mainly assess my students on their ability to participate and follow directions, opposed to student success in general Physical Education skills and content. I use technology for two main reasons in my class; to keep students interested, and to show demonstrations. Application of technology seems to be more intriguing for my students, opposed to them watching me demonstrate skills. Students also show interest in activities that they can participate in outside of school. Special Olympics occurs multiple times throughout the year. I also encourage students to come to summer games that occur at Emory State University. This opportunity excites all of my students, and makes them feel like a college student. It is important that I stay informed to ensure that I reach all of my students, so I occasionally communicate with other Adapted Physical Educators. In an effort to continue developing lessons that are effective and suitable for the demographic that I teach, I will apply the 8 principles described to my mini-lessons.
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Blog Post #6
I look at inquiry-based learning as a process that contains trial and error. The learner is not given much information, they are expected to...
Jakederia,
ReplyDeleteThe concept of learning a skill through trial and error is one that I also use frequently in my classroom. I think when students are given a task with minimal instructions and are asked to produce a final product that can be presented, is a challenging but a rewarding learning opportunity. Either as an individual or a group, they need to use their research skills to collect information on a subject, summarize ideas, and create a visual display of information that can be shared with others.
Hi Jakaderia,
ReplyDeleteI also teach special education. Through these learning modules, I often find myself challenged with figuring out how to design learning spaces that may accommodate learners of all ability levels. It's easier to do so in a small group like a Resource class, or often in your case, one on one. But what happens when, as media specialists/instructional designers, we are to provide a rich, inquiry-driven opportunity for 20 or 30-plus learners? It's an exciting challenge, but a challenge nonetheless.
To integrate the use of technological "extension" as described by Liz Keren-Kolb, perhaps students could photograph/video Special Olympics events with their own devices or interview and record a fellow athlete with the assistance of a teacher.
I love that you allow your students to learn through trial and error! My question is how do your students react when they make that error, when they fail? Are they quick to try again to get it right, or do they give up? What strategies do you use to motivate them to keep trying when they are "failing"? I ask, because most of the students that I teach are gifted students and I find that they are so afraid of failure that they just won't even try to begin with, because if they don't attempt something, they can't fail it. There are often overlaps with special needs students and gifted students, and I would really like to know how you are able to overcome these sorts of issues!
ReplyDeleteI think trial and error is great if you have someone else (i.e. a teacher) who is giving feedback or guiding the student with questions that helps the trial and error process become successful. I like Melissa wonder how to motivate those students who may get frustrated after a few times at the trial and error process. However, with your background I think you intuitive motivate people and will help them.
ReplyDeleteI will mirror the other comments in this thread in saying that trial and error is key. I don't know about you, but my students are under a tremendous amount of pressure and a large percentage of them struggle with anxiety. Some of them will make a C on an assessment and see it as the end of the world. I try my best to create a classroom environment where student discover on their own and create their own success, but it is definitely work in progress. You seem to have a great relationship with your students and I admire you for that!
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