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Welcome!. 46 th Annual MPESA Fall Conference. Designing Quality Physical Education Programs. What do we know about Backward Design or Understanding by Design?. Designing a physical education program is like designing a house because …. Why Use Backward Design?.

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  1. Welcome! 46th Annual MPESA Fall Conference

  2. Designing Quality Physical Education Programs

  3. What do we know about Backward Design or Understanding by Design?

  4. Designing a physical education program is like designing a house because …

  5. Why Use Backward Design? What makes Backward Design the ideal designing (planning) tool for teachers?

  6. Provincial Report Card • Students are assessed and graded on their understanding and application of concepts and skills: • Thorough Understanding • Very Good Understanding • Basic Understanding • Limited Understanding

  7. What does “understanding” mean?(Small group discussion)

  8. To understand is to have done it the right way, often reflected in being able to explain why a particular skill, approach, or body of knowledge is or is not appropriate in a given situation. • Understanding is much deeper than knowing. • Understanding is about transfer.

  9. Six Facets of Understanding The capacity to … • Explain • Interpret • Apply • Shift Perspective • Empathize • Self-knowledge

  10. What would understanding look like in a ___________ unit?

  11. Good Design = Backward Design • Teaching is a means to an end, and planning precedes teaching. • Be clear about the desired learning outcomes and the evidence that will show that learning. • Designing learning is a 3 stage “backward design” process. We want understanding by design not understanding by good fortune

  12. What are the 3 Stages?

  13. Stage 1 Questions? • What long-term transfer goals are targeted? • What are the key understandings? • What questions should students consider? • What knowledge and skills will be acquired? • What outcomes are targeted?

  14. Stage 2 Questions • What performances and products will reveal learning? • By what criteria will performances/ products be assessed? • What additional evidence of learning will be collected? • Are the assessments aligned with Stage 1 elements?

  15. Stage 3 Questions • What experiences will lead to the achievement of the desired results? • How will the learning plan support students in achieving understanding? • How will progress be monitored? • How will the unit be sequenced and differentiated? • Are the learning events aligned with Stage 1 outcomes and Stage 2 assessments?

  16. The Logic of Backward Design

  17. Elements of Stage 1 • Transfer – Apply and adapt learning to different situations: applying skills and strategies in a variety of contexts that support active living and health • Meaning – Active intellectual work to make sense of content and its implications: make inferences, test theories, look for connections and patterns. • Acquisition – Facts and skills are acquired through direct instruction: lots of practice

  18. Transfer: Students will be able to independently use their learning to … Meaning: Students will understand that… Students will keep considering … Acquisition: Students will know… Students will be able to…

  19. Elements of Stage 2 • Performance Tasks: Students will show that they really understand by evidence of… • Other Evidence: Students will show they have achieved Stage 1 goals by…

  20. Elements of Stage 3 • Student success at transfer, meaning, and acquisition depends on… • 5 level system of increased autonomy: • Skill is introduced • Skill performed under full instruction • Skill performed when prompted • Skill performed with occasional prompting • Skill performed without prompting

  21. Elements of Stage 3 • Explain, Interpret, Apply, Perspective, Empathy, Self-knowledge • Learn facts, rules, terminology, skills, strategies, etc.

  22. W.H.E.RE. T.O. • Where, why, what? • Hook and Hold • Explore and Equip • Rethink, Revise, Reflect • Self- Evaluate • Tailor Learning • Organize

  23. Check Your Understanding • Explain – How does it work? • Interpret – Why does it matter? What makes sense? • Apply – How and where can I use this process? How does it change my thinking? • Shift Perspective - Is it reasonable? What are the advantages and disadvantages? • Empathize – What would your teachers think? • Self-knowledge – Can I make a case for UbD with my staff? What would my limitations be?

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