Welcome!

46th AnnualMPESA

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 CardO Students are assessed and graded

on their understanding and application of concepts and skills:

O Thorough UnderstandingO Very Good UnderstandingO Basic UnderstandingO Limited Understanding

What does “understanding” mean?

(Small group discussion)

OTo 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.

OUnderstanding is much deeper than knowing.

OUnderstanding is about transfer.

The capacity to …OExplainOInterpretOApplyOShift PerspectiveOEmpathizeOSelf-knowledge

Six Facets of Understanding

What would understanding look like in a ___________ unit?

Good Design = Backward Design

OTeaching is a means to an end, and planning precedes teaching.

OBe clear about the desired learning outcomes and the evidence that will show that learning.

ODesigning 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?

OWhat long-term transfer goals are targeted?

OWhat are the key understandings?OWhat questions should students

consider?OWhat knowledge and skills will be

acquired?OWhat outcomes are targeted?

Stage 2 Questions

OWhat performances and products will reveal learning?

OBy what criteria will performances/ products be assessed?

OWhat additional evidence of learning will be collected?

OAre the assessments aligned with Stage 1 elements?

Stage 3 QuestionsOWhat experiences will lead to the

achievement of the desired results?OHow will the learning plan support

students in achieving understanding?

OHow will progress be monitored?OHow will the unit be sequenced and

differentiated?OAre the learning events aligned with

Stage 1 outcomes and Stage 2 assessments?

The Logic of Backward Design

Elements of Stage 1O 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 3O Student success at transfer, meaning,

and acquisition depends on…O 5 level system of increased autonomy:

O Skill is introducedO Skill performed under full instructionO Skill performed when promptedO Skill performed with occasional

promptingO 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.

OWhere, why, what?OHook and HoldOExplore and EquipORethink, Revise, ReflectOSelf- EvaluateOTailor LearningOOrganize

Check Your Understanding

O Explain – How does it work?O Interpret – Why does it matter? What makes

sense?O Apply – How and where can I use this

process? How does it change my thinking?O Shift Perspective - Is it reasonable? What

are the advantages and disadvantages?O Empathize – What would your teachers

think?O Self-knowledge – Can I make a case for UbD

with my staff? What would my limitations be?