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46th Annual MPESA Fall Conference

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1 46th Annual MPESA Fall Conference
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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