Inquiry Evolution: Finding the Question
It is interesting to observe the evolution and shift that has taken place throughout the inquiry process. While the development of my inquiry question itself, was challenging and at times very trying, today I can shout from the mountain tops that I have finally arrived! See my inquiry evolution below and note that my question has transformed into a statement over the course of 4 versions.
Inquiry Refinement: A Quest
Since embarking on a quest to develop and refine my inquiry question and process, this journey of deep reflection has ebbed and flowed. While my question has been solidified, it still remains fluid and has naturally evolved into a statement. Throughout this process I, Georgia Simone Heraty vow to continually, gracefully and willingly adapt to the creative and educational processes and any changes that make take place over the course of the my teaching career. I am now, more curious than ever and ready to explore further.
While I recognize my deep-rooted passion for alternative, adventure-based outdoor education, I came to the realization that this approach did not directly apply or correlate with my practicum school. However, I was very fortunate to have a Physical Education School Associate who provided and honoured a teaching environment that supported taking risks while attempting new lessons formats, adventure-based games and alternative modes physical activity.
Inquiry Exploration: Initial Focus
Initially, my inquiry was intended to take place during my practicum's REC 11/12 co-ed physical education course, which was five to six weeks beginning on February 24, 2014. I selected this large block of time as a practical decision, in terms of observing students experiences and outlooks shift. While I was confident that it would be a challenging experience given the student clientele with a strong academic climate, the ultimate path of my inquiry exploration fell short and I decided to adjust my route accordingly.
A five week unit was to develop new physical movement skills, while creating opportunities for personal growth and providing opportunities for challenging experiences through alternative forms of physical education and sport. The ultimate goal was for students will be exposed to a variety of alternative adventure-based activities and outdoor environments that they may not be otherwise exposed to in their day-to-day lives. The unit was to serve as a five week period observation and exploration, to expose students to new experiences and environments while taking note of their responses, reactions, level of engagement and enjoyment. The unit was designed to tailor progress and prepare students for a primary culminating activity. In other words, adventure-based activities would progress from simple outdoor jogging activities in the surrounding natural environment, to orienteering to rock climbing etc. The culminating event for this unit was to be a snowshoe field trip on Cypress Mountain, where students will explore the natural environment, implement newly acquired skills and strategies such as winter trip planning, dressing for winter sporting activities and endurance-based cardiovascular exercise.
Inquiry Implementation: The Evaluation Process
In terms of evaluation during the implantation of my inquiry, students would be assessed based on their participation and level of engagement and preparedness for class. (Unexcused absences received a zero and students who were excused or have been given a warning and have the opportunity to make up their participation mark within a one-week period from the absence date). During the five week period, students would keep an adventure journal in which they would record their levels of physical activity, any sports or teams they participate in, their health goals and/or concerns and what brings them joy and enjoyment. The journals will not be collected, however they will be checked on a weekly basis for completion. Marking and assessment for this unit will largely be based on self-regulation, as self-confidence and levels of motivation are two aspects that will be observed throughout the process.
In summary, while I was really looking forward to sharing my passion and enthusiasm for alternative sport and adventure with my students during my practicum I am still grateful for my experience. Perhaps at a later date and time in my teaching career, I will have the opportunity to open students eyes to other modes of activity, movement and instil the importance staying active for life, not only for your health but also for your mind and spirit.
Inquiry Research
Inserted below is the research which supports my inquiry statement.
Also you will find a graphical representation of my inquiry's STRENGTHS AND WEAKNESSES
Self-confidence developed and fostered through positive experiences participating in alternative forms of physical activity and sport.
It is interesting to observe the evolution and shift that has taken place throughout the inquiry process. While the development of my inquiry question itself, was challenging and at times very trying, today I can shout from the mountain tops that I have finally arrived! See my inquiry evolution below and note that my question has transformed into a statement over the course of 4 versions.
Inquiry Refinement: A Quest
Since embarking on a quest to develop and refine my inquiry question and process, this journey of deep reflection has ebbed and flowed. While my question has been solidified, it still remains fluid and has naturally evolved into a statement. Throughout this process I, Georgia Simone Heraty vow to continually, gracefully and willingly adapt to the creative and educational processes and any changes that make take place over the course of the my teaching career. I am now, more curious than ever and ready to explore further.
While I recognize my deep-rooted passion for alternative, adventure-based outdoor education, I came to the realization that this approach did not directly apply or correlate with my practicum school. However, I was very fortunate to have a Physical Education School Associate who provided and honoured a teaching environment that supported taking risks while attempting new lessons formats, adventure-based games and alternative modes physical activity.
Inquiry Exploration: Initial Focus
Initially, my inquiry was intended to take place during my practicum's REC 11/12 co-ed physical education course, which was five to six weeks beginning on February 24, 2014. I selected this large block of time as a practical decision, in terms of observing students experiences and outlooks shift. While I was confident that it would be a challenging experience given the student clientele with a strong academic climate, the ultimate path of my inquiry exploration fell short and I decided to adjust my route accordingly.
A five week unit was to develop new physical movement skills, while creating opportunities for personal growth and providing opportunities for challenging experiences through alternative forms of physical education and sport. The ultimate goal was for students will be exposed to a variety of alternative adventure-based activities and outdoor environments that they may not be otherwise exposed to in their day-to-day lives. The unit was to serve as a five week period observation and exploration, to expose students to new experiences and environments while taking note of their responses, reactions, level of engagement and enjoyment. The unit was designed to tailor progress and prepare students for a primary culminating activity. In other words, adventure-based activities would progress from simple outdoor jogging activities in the surrounding natural environment, to orienteering to rock climbing etc. The culminating event for this unit was to be a snowshoe field trip on Cypress Mountain, where students will explore the natural environment, implement newly acquired skills and strategies such as winter trip planning, dressing for winter sporting activities and endurance-based cardiovascular exercise.
Inquiry Implementation: The Evaluation Process
In terms of evaluation during the implantation of my inquiry, students would be assessed based on their participation and level of engagement and preparedness for class. (Unexcused absences received a zero and students who were excused or have been given a warning and have the opportunity to make up their participation mark within a one-week period from the absence date). During the five week period, students would keep an adventure journal in which they would record their levels of physical activity, any sports or teams they participate in, their health goals and/or concerns and what brings them joy and enjoyment. The journals will not be collected, however they will be checked on a weekly basis for completion. Marking and assessment for this unit will largely be based on self-regulation, as self-confidence and levels of motivation are two aspects that will be observed throughout the process.
In summary, while I was really looking forward to sharing my passion and enthusiasm for alternative sport and adventure with my students during my practicum I am still grateful for my experience. Perhaps at a later date and time in my teaching career, I will have the opportunity to open students eyes to other modes of activity, movement and instil the importance staying active for life, not only for your health but also for your mind and spirit.
Inquiry Research
Inserted below is the research which supports my inquiry statement.
Also you will find a graphical representation of my inquiry's STRENGTHS AND WEAKNESSES
Self-confidence developed and fostered through positive experiences participating in alternative forms of physical activity and sport.