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 UnderstandingVery Good UnderstandingBasic UnderstandingLimited 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 …ExplainInterpretApplyShift PerspectiveEmpathizeSelf-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
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 QuestionsWhat 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?
17 Elements of Stage 1Transfer – Apply and adapt learning to different situations: applying skills and strategies in a variety of contexts that support active living and healthMeaning – 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 2Performance 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 3Student success at transfer, meaning, and acquisition depends on…5 level system of increased autonomy:Skill is introducedSkill performed under full instructionSkill performed when promptedSkill performed with occasional promptingSkill performed without prompting
21 Elements of Stage 3Explain, Interpret, Apply, Perspective, Empathy, Self-knowledgeLearn facts, rules, terminology, skills, strategies, etc.
22 W.H.E.RE. T.O. Where, why, what? Hook and Hold Explore and Equip Rethink, Revise, ReflectSelf- EvaluateTailor LearningOrganize
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?