1. CONCEPTUAL FRAMEWORKS BACKWARD MAPPING WHAT IS IT? WHY DO IT? HOW TO DO IT? Module 4: Program Review & Development Northern Sydney Region Teacher Professional Learning Amiee Satchell 3-6 English Consultant Rhonda Kaidbay 7-12 English Consultant

2. Conceptual Frameworks ● Concepts are significant notions that reflect the core ideas of the content being taught ● They enable students to comprehend and create meaning

4. We must change the emphasis in instruction from memorisation of facts to the use of facts as a tool to develop deeper, conceptual understanding

5. Student direction Connectedness - authenticity Higher-order thinking Substantive communication Explicit quality criteria Problematic knowledge

6. Innovation Conflict Structures Evolution Formation Systems or management Relationships Probability Measurements Substitutions Patterns Belonging Interrelationships Sustainability Transformation Energy Connections Effects Communication Interdependence Motion Adaption Biodiversity

8. Focus on learning  What do I want my students to learn?  Why does it matter?  What do they already know?  How will they demonstrate learning?  How will they get there?

9. BM- What is it? Creating a unit of work by starting with the final assessment. Through the assessment task, you choose the syllabus outcomes that you want your students to demonstrate You identify the concept from which students will attain a deep understanding of the skills and knowledge they need to demonstrate. General principal of BM - begin with the end.

10. “Enduring Understanding” “Big Ideas” Important to know and do Worth being familiar with “Begin with the end in mind” - Covey

11. A Year 7 Geography Task program

12. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now, so that the steps you take are always in the right direction. Stephen R. Covey The Seven Habits of Highly Effective People BM- Why do it?

13. Why ‘backward design’? The stages are logical but they go against habits – We’re used to jumping to lesson and activity ideas before clarifying our performance goals for students – By thinking through the assessments upfront, we ensure greater alignment of our goals, and therefore teaching is focused on the desired results

14. How do you do it? 3 Step Guide… Step 1: Develop a quality assessment task Step 2: Extracting the essential skills and knowledge from the task Step 3: Creating learning opportunities to build student skills and knowledge

15. Step 1: Develop a quality assessment task THE ASSESSMENT TASK When writing the task the following questions need to be considered – What do I want to assess? – What outcomes can be demonstrated in this task? – What type of assessment will I be using? (I.e. exam or assignment ) – How much time will students have to complete this task? – What key concepts will they engage with? – What other skills will I incorporate into this task? (literacy and numeracy)

16. You are a geographical journalist for a popular Geography magazine. Your latest assignment is to write an article on Homebush Bay wetlands and how people interact with this environment. As an expert Geographer you understand the importance of wetlands as an ecosystem of special global significance. The purpose of this article is to explain the significance of wetlands, how they are threatened and why they need to be protected. Develop a quality assessment task

17. Once you have completed the assignment, you will need to review it and to identify the different skills and knowledge students are required to have if they are to successfully complete it. Step 2: Extracting the essential skills and knowledge from the task

18. You are a geographical journalist for a popular Geography magazine. Your latest assignment is to write an article on Homebush Bay wetlands and how people interact with this environment. As an expert Geographer you understand the importance of wetlands as an ecosystem of special global significance. The purpose of this article is to explain the significance of wetlands, how they are threatened and why they need to be protected. Skills Knowledge Develop a quality assessment task

19. Some Skills Include Write an article Layout (title, columns, pictures) Use persuasive language Basic ICT skills Basic formatting Research & data collection skills Primary and secondary data Referencing a bibliography Some Knowledge Includes Use geographical language (or jargon) Features of a wetland Wetlands are a global environment Geographical processes Cause and effect relationship between human communities and the wetland environment What are stakeholders? About Homebush Bay wetlands BM- How do you do it? Skills & Knowledge include

20. Some Activities in the program include A-Aural, K-Kinaesthetic, O-Oral, V-Visual Watching a video and identifying features of a wetland, sketching a diagram with these features (V, K) Locating wetlands on a world map (V,K) Geographical processes demonstration using a simulation tank ((A, V) Complete an information table which looks at managing wetlands (O, K, V) Homebush bay wetlands excursion, primary data collection, tours, hands-on experiments and measurements (A, K, O, V) Some Knowledge Includes Use geographical language (or jargon) Features of a wetland Wetlands are a global environment Geographical processes Cause and effect relationship between human communities and the environment History of land use of Homebush Bay wetlands Developing corresponding teaching & learning activities

21. Teacher’s Marking Guidelines A: 17-20 - B: 13-16 C: 9-12 D: 5-8 E: 1-4

22. BM is a useful tool which takes time to develop but in the long run, ensures efficiency and (hopefully) student success. The planning is only 20% of the job, the execution of the lesson is the other 80%! Conclusion