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Physical Development
Health &
Physical Education
Guided Inquiry Unit 2014
Unit: Core 1 - Better Health for Individuals
Cri...
Planning
Teaching team meets to plan.
• Programme of work following GI steps
• Assessment for learning, in learning and of...
Year 11 PDHPE
Health Issues in Society - 2014
Step 1 OPEN
OPEN: Create a powerful ‘open’
that invites students to engage
in the inquiry topic.
Learning Scenario - Students
Learning scenario
You have seen an overview of a couple of health issues as an introductory s...
Step 2 Immerse
IMMERSE: Students build their
background knowledge by immersion in
the content. Students reflect on the
con...
Resources
Immerse Support Scaffold:
Choosing a topic area
Step 3 Explore
EXPLORE: Students browse and scan
through a wide range and variety of
resources to explore interesting idea...
Building Background on the
Selected Topic
Step 4 Identify
IDENTIFY: Students develop an inquiry
question or questions and form a focus for
their research. The quest...
Formulating a research
question - Differentiation
Step 5 Gather
GATHER: collect detailed information
from a variety of information sources –
“Go deep”
Step 6 Create
CREATE: Organise their gathered
information to create their product
Report – delivered to teacher on
Edmodo
Step 7 Share
SHARE: “Tell the story”
“Hot Seat” activity
Step 8 Evaluate
Students (and teacher team) reflect on
their content learning and the progress
through the inquiry process.
Teacher Survey
Student Survey: How was doing this research different to any other research
you have done previously?
Using Guided Inquiry with HSC Classes
Assessment
More video clips: http://bacirc.edublogs.org/guided-inquiry/gi-2014/
Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014
Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014
Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014
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Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014

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Preliminary HSC - Ensuring the 'student choice' enabled by the Guided Inquiry pedagogy meets the requirements for this course.

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Guided Inquiry in the Senior Classroom - PDHPE Year 11, 2014

  1. 1. Physical Development Health & Physical Education Guided Inquiry Unit 2014 Unit: Core 1 - Better Health for Individuals Critical Questions: What does health mean to individuals? What influences the health of individuals? What strategies help promote the health of individuals? Paul Burns – Class Teacher Alinda Sheerman – Teacher Librarian
  2. 2. Planning Teaching team meets to plan. • Programme of work following GI steps • Assessment for learning, in learning and of learning • Group work and sharing of knowledge enables the whole class to gain understanding of the whole topic area. • Decide on technology and learning platform: Wiki, Edmodo, LMS
  3. 3. Year 11 PDHPE Health Issues in Society - 2014
  4. 4. Step 1 OPEN OPEN: Create a powerful ‘open’ that invites students to engage in the inquiry topic.
  5. 5. Learning Scenario - Students Learning scenario You have seen an overview of a couple of health issues as an introductory session. You will now investigate, through Guided Inquiry, a health issue and relate it to an individual or group of people. Select a person or group of people affected with a health issue Pose an inquiry question Form an Inquiry Circle with others who have similar questions/issues and discuss your initial findings. Conduct research and write a report to answer your question: Describe the issue, factors, strategies and actions that could promote a healthy change and finally write a conclusion covering: What health promotion approaches have been used previously in relation to your inquiry area. How successful have these approaches been? Do you think the principles of social justice been considered in previous health promotion strategies? Explain why/ why not In writing your report remember the SEXY acronym S= State your argument E= Explain your point X= eXample to demonstrate Y= whY Share this conclusion with your Inquiry Circle You will finally share your report findings on “The Hot Seat” relating your issue and health program to the Ottowa Charter and encourage questions which you will endeavour to answer.
  6. 6. Step 2 Immerse IMMERSE: Students build their background knowledge by immersion in the content. Students reflect on the content and select a topic for further investigation.
  7. 7. Resources
  8. 8. Immerse Support Scaffold: Choosing a topic area
  9. 9. Step 3 Explore EXPLORE: Students browse and scan through a wide range and variety of resources to explore interesting ideas around their selected topic. “Go broad”
  10. 10. Building Background on the Selected Topic
  11. 11. Step 4 Identify IDENTIFY: Students develop an inquiry question or questions and form a focus for their research. The question or questions will frame the rest of the inquiry.
  12. 12. Formulating a research question - Differentiation
  13. 13. Step 5 Gather GATHER: collect detailed information from a variety of information sources – “Go deep”
  14. 14. Step 6 Create CREATE: Organise their gathered information to create their product
  15. 15. Report – delivered to teacher on Edmodo
  16. 16. Step 7 Share SHARE: “Tell the story”
  17. 17. “Hot Seat” activity
  18. 18. Step 8 Evaluate Students (and teacher team) reflect on their content learning and the progress through the inquiry process.
  19. 19. Teacher Survey
  20. 20. Student Survey: How was doing this research different to any other research you have done previously?
  21. 21. Using Guided Inquiry with HSC Classes
  22. 22. Assessment More video clips: http://bacirc.edublogs.org/guided-inquiry/gi-2014/

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