Hey everyone! Welcome to a special Election Day edition of #espechat. Hopefully you all exercised your right to vote today! I am excited to be your moderator this evening. Introduce yourself and tell us a recent personal or professional accomplishment that you are proud of!
Jimmy from Va Beach joining. I’ll be in and out tonight. Proud to be presenting at VAHPERD this weekend and learning from all the other amazing PE teachers #espechat
Hi @Mr_C_PE & #ESPEchat peeps!! My name is Stephanie Sandino, I am a ms #physed teacher in Southern California (grades 7/8). Hmm 🤔 can’t think of anything professional but personal...I completed Hell Week at @orangetheory last week 👍🏼🤣
Tonight’s chat will be focused around the Understanding by Design (UbD) process. We will use the Q/A format as we usually do (Q1…A1…). And don’t forget to use #espechat so everyone can see your awesome responses!
Best PD you can do for yourself. Reach out to our #espechat team for anything you need. We can help you maximize your time on Twitter to help grow as an educator!
Q1) How familiar are you with the concept of Understanding by Design (UbD) when it comes to planning for your classes? If you have some familiarity, tell us what you know! #espechat
I joined this chat because I have not heard about understanding by design. I was hoping it might be something useful to help with lesson planning #espechat
A1 our district uses UbD to create our units. It took me a while to get use to writing my units and lessons with this model but I like using it now. Really helps me connect my learning targets to objectives #espechat
A1 I kind of think of it as backwards design, it all webs back to the outcome. You focus in on a standard and kind of design your lesson/activity and assessment around that standard. My team likes to pick units from month to month which makes this challenging sometimes #ESPEchat
Q2) Like some of you mentioned in your answers to Q1, the UbD process is often referred to as backward design. Think "planning with the end in mind." Why do you think it is valuable to look the planning process through this lens? #espechat
A1 our district uses UbD to create our units. It took me a while to get use to writing my units and lessons with this model but I like using it now. Really helps me connect my learning targets to objectives #espechat
It is kind of a bit of a departure from traditional planning in the way you mentioned Steph. Hard for some to grasp this. In the end, it all comes back to purpose and "the why" related to standards and outcomes! #espechat
A2 when you know the outcome you want your Ss to achieve you can then go from there to make sure your lessons and assessments all align with your objectives and learning targets. #espechat
A2b Secondly, giving a thought to what immediate skills you want your students to take away from the year helps with wrapping your mind around the big picture! Which in turn helps put your units in place #ESPEchat
Planning activities first is definitely what I see most people out there doing. The UbD process flips the script on this. Planning activities is the last thing you do. We'll get into this more as we chat tonight! #espechat
A2b Secondly, giving a thought to what immediate skills you want your students to take away from the year helps with wrapping your mind around the big picture! Which in turn helps put your units in place #ESPEchat
A3b The planning continues to funnel down to breaking down the standard further, bringing assessments into play and creating that activity that will help those skills! #ESPEchat
Q3) Stage 1 of the UbD process is “Desired Results.” Think what you want your students to know and be able to do here. How can we as #physed Ts ensure that we are choosing “desired results” that are developmentally appropriate and realistic for our students? #espechat
A2 when you know the outcome you want your Ss to achieve you can then go from there to make sure your lessons and assessments all align with your objectives and learning targets. #espechat
A2) The end game of teaching is not “to be a great teacher” - the end game is “for students to learn”. When you lesson plan for students to learn instead of to be a great teacher, students succeed. And yes, those two things are different. #ESPEchat
A2) The end game of teaching is not “to be a great teacher” - the end game is “for students to learn”. When you lesson plan for students to learn instead of to be a great teacher, students succeed. And yes, those two things are different. #ESPEchat
A3 look at your standards and GLO’s. Look at data from the year before. Where did students need more support? Look at lessons from the year before. What was covered? What needs more time?
#espechat
A3 This is where it becomes a bit circumstantial. I know for my ss this might 👀 a little different as they’ve had little to no elem. #physed, also taking a look at what they have accessible in the community so that they have the tools to live healthy in Chino Hills #ESPEchat
A3) For "Desired Results", I start w/ looking at the @SHAPE_America GLOs. What do I want my Sw to know/be able to do as a result of my instruction during ___ length of time?The GLOs have all u need for Stage 1 of the process. Check them out here: https://t.co/F2H0XtCPrl#espechat
A3 looking at your standards and objectives and making sure your lessons align to what they say. Use formative assessments throughout your lessons to see if your Ss are ready to move on or need more time and differentiation to understand and perform the objective #espechat
Q4) Take a look at this @SHAPEAmerica GLO (AKA our “desired result”). How can you break this GLO down into what you want your students to know (AKA their cognitive “understandings”) AND be able to do (AKA their physical “skills”) as a result of your instruction? #espechat
A4: I like them to "See, Tell, Do." See the skill. Be able to tell how to do perform it. Then be able to model how its done. My activities are small steps along the way to achieve this GLO #espechat
A4) When I look at this GLO, Ss need to know what "opposite" means and how to apply this concept (cognitive "understandings"). They also need to be able to show they know what a underhand toss looks like (physical "skill") #espechat
Q5) Stage 2 of the UbD process is “Assessment Evidence.” This is where you design assessments that are in alignment with the desired result. Using our same GLO from before, what kind of assessments could you develop that would measure student understanding AND skills? #espechat
agree. I have been thinking about doing a #proveit wall in my school with different skills. If they can prove they can do the skill they add their name the wall of that skill #espechat
As we move on towards mastery, some students who assess as needing more, work with me in small groups. Students who have mastered the skill peer teach students who are working towards mastery.This way we try to make sure every student attains the foundations for success #espechat
A4 By the end of the instruction ss should be able to perform an underhand throw using cues as well as well as tell me about them (or point to images for ELLs)! My “wow’s” will probably be able to coach another ss! #ESPEchat
**NOTE: Notice in Stages 1 and 2 of UbD how we haven't even touched on "activities" yet. We have gone from selecting outcomes (what should Ss know and be able to do) and now into designing assessments based on measuring those outcomes.** #espechat
A5 Could do a @Flipgrid assessment where ss choose to show you how to overhand an object of their choice. Give feedback to a fellow classmate also using Flipgrid and their reply feature after they’ve watched the skill video #ESPEchat
We tend to see a great activity and want to try it, without thought This often happens before the critical piece of selection of outcome and assessment. #espechat
A5: true self-perception is difficult for most. Being able to show them via Coach's Eye or BAM Video Delay is a huge game changer. Being able to slow down and break down what they actually did vs. the change that needs to be made is amazing to see the light bulb go on. #espechat
A5) To assess the cognitive piece of this GLO, I would do simple pullout interviews (what does "opposite" mean? show me an example using your body). For the psychomotor piece, a simple checklist rubric with skill cues listed (tick, step, tock, toss) #espechat
this is the part that trips me up...planning assessments before I've chosen any activities. in my mind, the activities may contain skill demos that can be used to assess...what am I missing? #espechat
Q6) Stage 3 of the UbD process is developing the “Learning Plan.” It is here that you first begin to plan the learning experiences of your students. How can you ensure that the activities you are planning for your students will be in support of your “desired results” #espechat
A5 so making sure your assessment matches the objective you would be looking to see if Ss are stepping with their opposite foot and making an underhand throw. Could use a checklist. Ss should be able to explain this process and call out those cues to you for cognitive #espechat
A6 I think making sure you give your activity space for feedback whether it’s you giving it or peer feedback. Thinking about things such as “competition,” is competition going to effect form because they are rushing to be 1st or whatever the case may be #ESPEchat
A6: This is the stage that I think most teachers struggle. If the lesson does not improve skills, self reflection will tell you "Did I teach too fast? Was I unclear? Were the expectations too high? Are they not ready for this and need more modifications? #espechat
A6 going back again to the standards and objectives. Create your learning target from their and your activities should all line up. Use formative assessments throughout your lessons to see when to build on that skill #espechat
The activities u chose may very well allow you to perform an assessment while observing it, but the key to UbD Stage 2 is that you have thought about this ahead of time. Some Qs to ask yourself: What are you looking for and is your assessment aligned with the GLO? #espechat
A6 Also, are you playing the game just for the sake of a game or are you taking the time to have a what, why, how intro as well as a closure. Definitely, all cross my mind when planning. #ESPEchat
A2 I start in the begin of the year with SHAPE GLO’s and plan out what essential standards will be covered and plug in lessons, activites, and assessments based on the experiences I think my Ss need to grow.#espechat
Q7) “WHERETO” is an acronym often associated with Stage 3 of UbD. Take a look at what it stands for. Do you ask yourself some of these questions while planning? If so, do you find that it helps you in the backwards design process? #espechat
A6) Always think back to the GLO and what you have determined as the "assessment evidence" from UbD Stages 1 and 2 here. Do the activities you are planning align with these in terms of purpose? If not, get rid of it and do something else #espechat
A6: This is the stage that I think most teachers struggle. If the lesson does not improve skills, self reflection will tell you "Did I teach too fast? Was I unclear? Were the expectations too high? Are they not ready for this and need more modifications? #espechat
A7: HOOK Em! It does not matter what I am teaching. I make sure I bring my energy to each lesson. "People don't follow POSITION, they follow PASSION." Bring an infectious passion to your teaching. It goes a long way. #espechat
A7 These questions are gold. Some of these questions are definitely a part of the process. It helps make for a better lesson that can help include ss of all levels and abilities as well as giving them the opportunity to become successful to some capacity #ESPEchat
Q7) “WHERETO” is an acronym often associated with Stage 3 of UbD. Take a look at what it stands for. Do you ask yourself some of these questions while planning? If so, do you find that it helps you in the backwards design process? #espechat
A7 when your Ss can tell you the “why” at the end of a lesson and it aligns to your objective you have accomplished your goal. These questions definitely help with the process #espechat
***If you would like more help with using the UbD process in your planning, check out this Google Doc that I created to help you to implement it within your planning process. Make a copy of it to use as you see fit from here: https://t.co/FARYl8g2yO#espechat***
All good brother! We are all on a journey. If you are doing things to try and get better on that journey, as you are, then you are doing a lot of things right! #espechat
