Welcome! 46th 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? What makes Backward Design the ideal designing (planning) tool for teachers? Provincial Report Card O Students are assessed and graded on their understanding and application of concepts and skills: O Thorough Understanding O Very Good Understanding O Basic Understanding O Limited Understanding What does “understanding” mean? (Small group discussion) O 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. O Understanding is much deeper than knowing. O Understanding is about transfer. Six Facets of Understanding The capacity to … O Explain O Interpret O Apply O Shift Perspective O Empathize O Self-knowledge What would understanding look like in a ___________ unit? Good Design = Backward Design O Teaching is a means to an end, and planning precedes teaching. O Be clear about the desired learning outcomes and the evidence that will show that learning. O Designing learning is a 3 stage “backward design” process. We want understanding by design not understanding by good fortune What are the 3 Stages? Stage 1 Questions? O What long-term transfer goals are targeted? O What are the key understandings? O What questions should students consider? O What knowledge and skills will be acquired? O What outcomes are targeted? Stage 2 Questions O What performances and products will reveal learning? O By what criteria will performances/ products be assessed? O What additional evidence of learning will be collected? O Are the assessments aligned with Stage 1 elements? Stage 3 Questions O What experiences will lead to the achievement of the desired results? O How will the learning plan support students in achieving understanding? O How will progress be monitored? O How will the unit be sequenced and differentiated? O Are the learning events aligned with Stage 1 outcomes and Stage 2 assessments? The Logic of Backward Design Elements of Stage 1 O Transfer – Apply and adapt learning to different situations: applying skills and strategies in a variety of contexts that support active living and health O Meaning – Active intellectual work to make sense of content and its implications: make inferences, test theories, look for connections and patterns. O Acquisition – Facts and skills are acquired through direct instruction: lots of practice 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… Elements of Stage 2 O Performance Tasks: Students will show that they really understand by evidence of… O Other Evidence: Students will show they have achieved Stage 1 goals by… Elements of Stage 3 O Student success at transfer, meaning, and acquisition depends on… O 5 level system of increased autonomy: O Skill is introduced O Skill performed under full instruction O Skill performed when prompted O Skill performed with occasional prompting O Skill performed without prompting Elements of Stage 3 O Explain, Interpret, Apply, Perspective, Empathy, Self-knowledge O Learn facts, rules, terminology, skills, strategies, etc. W.H.E.RE. T.O. O Where, why, what? O Hook and Hold O Explore and Equip O Rethink, Revise, Reflect O Self- Evaluate O Tailor Learning O Organize Check Your Understanding O Explain – How does it work? O Interpret – Why does it matter? What makes O O O O 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?