Rationale
These final two lessons transition students to outdoor bouldering at Sombrio Beach. These lessons build on previous knowledge plus incorporate outdoor stewardship and natural hazards. Through creating then mapping their own routes students will be able to be assessed on their overall knowledge of safety, hold identification, movement patterns, and team work. The final class will result in a festival where upon classmates climb one another's routes, and a final climbing guide book is created.
Inquiry Evaluation
Evaluation:
-Since there is no “one type” of assessment teacher can use different types depending on subject matter:
- Informal assessment: based off of the teacher’s observations. Usually used in quick varying tasks. Teacher should have ideal “answer” in their mind to problem they set out ex. Q: what is balance? A: “ability to not fall over based on my base”. Can also use informal means of retention such as “who can tell me…” or “how many of you were able to….”
- Formal and traditional assessment: quizzes, worksheets etc.
- Alternative assessment: Observational pre-determined checklist: such as “can demonstrate proper idea of balance” “Can demonstrate proper grip on racquet”
- -Teacher uses questions to engage the cognitive and psychomotor domains of students.
-Teacher can allow for affective domain to become the second one (over psychomotor) if the teacher wants to raise student’s self-esteem. This is done by promoting creativity and the student’s participation within the subject as opposed to “success.” The journey is the destination is a common idea in this model of instruction.
- Cognitive domain is number one followed by affective domain
- Dance and Gymnastics (Laban movement concepts), biomechanic concepts in climbing), personal fitness (FITT), skill themes (across units of instruction).
- Difficulties may arise when the teacher is unsure of students level on Bloom’s taxonomy as well as the teacher not intimately knowing subject matter well enough to answer broad array of student’s questions
The images below capture some of the key features in this model of instruction in relation to the main theories of learning and cognitive development advocated by this approach.
Lesson 7
Lesson Tasks:
- Create partnered routes
- Draw map of route (holds, movement, name, location, etc.)
- Create emergency responce plan
- Presentation of famous climber
Sample Route Map
Emergency Responce Plan
In small groups seperate scenarios of first aid. Groups are given bag full of steps that they have to place in what they think is appropriate order. This is convergent learning for students are able to use social and cognitive domains in order to figure out what they believe correct answer is.
After each group is allowed five minutes to discuss and put them in order, as class you go over proper steps. Steps can include "call for help" "check vital signs" "know best way in/ out of climbing area" etc.
This method teaches outdoor safety through convergent and self check learning styles. Students are able to work together to come up with plan then are able to check theirs to the correct answer and critically understand why it was correct.
Route Map
Students will create a map that depicts:
- a visual of their route
- description of each hold
- description of at least two suggested moves
- a grade difficulty
- a name
- interesting fact about the area it's in
Emergency Responce Plan Inquiry Questions
"What order should these steps go?"
- cognitive challenge
"What if you were a day away from help, would that order change?"
- pre-planning, community around climber to support them, technologies that help
"What gear could you bring that would help some of these steps?"
- pre-planning
"What could you do before/ after trip to help mitigate some steps?"
- tell others where you're going, go in groups, plan ahead
Lesson 8
Culminating activity "Rock Off"
- Peer climbing of one another's routes
- Assessment based off of final Map projects
- Groups vote for favorite route
- Create guide book with all groups Maps
- Snacks at the end
Rock Off
Students leave Map at their bouldering problem. Teacher creates new pairs of students who then climb other students routes. Each student is given a token which they place on the map of their favorite route. At the end students are able to see who liked their routes and must reflect on why they think certain people liked or didn't like their route. This will get them to identify different climbing preferences of their peers based off their peers bodies, strengths, skills. This assessment is to be written down and handed into teacher along with each groups Map.
Maps will be put together in binder and made into that years guide book. Ex. "2019 Stelly's Guide to Bouldering."
Inquiry Questions for Rock Off
"What sort of demographic would climb on your route?"
- Age and gender differences
"How have your peer relationships changed since being outside?"
- social connections, outdoor form of bonding
"How has your self of purpose or achievement changed since creating your route?"
- Ways to deal with depression/ changing bodies, idea of self-confidence through creation
Safety Concerns
This class will be outside and as such certain safety precautions need to betaken in order to provide a safe space in which the students can learn. As the teacherI will bring a first aid kit, tarp, extra water, extra food, safety protocol plan, emergency contacts list, as well as inform the school on where we will be and for how long.
I will need to bring plenty of mats to place below the students when they are climbing as well as review mat placement with the students.
These classes will be outdoors and as such students are reminded to dress appropriately for the weather. The terrain will be extremely slipper (moist granite/ moss) and rocky. Thus students should wear appropriate footwear in preparation for such obstacles.