Designing Quality Physical Education

46th Annual
Fall Conference
Designing Quality
Physical Education
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
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
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
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,
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
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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