Class 5 Pages
Lesson
Inquiry Based Learning
Throughout the entire lesson I used an Inquiry based model that revolved around students being able to create and think critically about a solution to questions that I asked.
Through Convergent, Divergent, and Inquiry based questions I get the students cognitively and tactilely engaged (cognitive domain) with the content to the point where they were able to confidently demonstrate (Physcomotor domain) their new knowledge in front of their peers (affective domain). All these activities revolved around peer engagement and working together (social domain) to solve the problem of how to use different types of holds.
Key Inquiry based moments:
5:16 - "What holds would you use" followed by "can you shape your hand to how you would use that hold?"
- Gets students thinking about the shape of the hold and their hand, how they would shape their hand to use that hold. Every student will use the hold differently based off preference and body type.
9:50 - "If crimps were here (closer) versus here (further) how much harder would they be?"
- Students begin thinking about their body position in relation the grip positioning. How they would move their body or use foot holds to help them use that particular hold.
13:00 - "How do you know that's a jug?"
- Student can explain in their own words how they would use that hold and how their body will look in relation to that hold. Jugs are such a range that a jug to one person may be a crimp to another. Thus gets students thinking about their own hand positioning when defining a hold
Convergent Questions
Through Convergent questions I was able to pose a problem through questioning that would lead to students the answer I had pre-planned. However the students had to figure out the answer through critical thinking.
3:52 - "What is Taylor doing well?"
- Brought group in around group. Taylor got to demonstrate (Affective domain) how to properly spot his climber. I then again asked convergent questions in order to emphasize key instruction points "what is he doing well?"
10:50 - "What directions could you use this hold (pocket) compared to this (crimp?"
- I did not give the students long enough to answer question. However such similar style holds yet vastly different visual holds clearly got the students thinking about the point of a pocket.
13:00 - "How do you know this is a jug?"
14:18- "What type of hold is this, and why?"
- Students would be able to critically think back to the Play-Doh exercise and initial game to hand shape and what that shape allows you to do, thus a jug.
Divergent Questions
Similar to Convergent questions, however now I am allowing the answer to be open ended and not predetermined by myself. This allows the students to find creative solutions to the problems I pose through critical thinking (cognitive domain). They are also able to work with their partner to figure out solutions (social domain).
11:40 - "I want you to make a sloper"
- students immediately went to wall (due to lack of Play-Doh) and were able to tactically show me and figure out what a sloper was based on task card description.
7:00 - "switch your [Play Doh] holds and see if your partner's feels the same"
- Trent and Taylor switched holds and immediately noticed a difference within one another crimps. This demonstrates the creativity each person was allowed to use when forming their holds.