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What are students understanding in PHE? Are you teaching what students want to learn in PHE? What do we communicate as student learning in PHE? What’s the difference between learning and understanding? An underlying principle of Backwards Design is that learning does not equate with understanding.

Join us, with Dr. Glenn Young, Physical and Health Education Canada,  Friday, October 26th, 9:00 am – 3:00 pm at the Phoenix Convention Center West Building, Room 102 ABC.

This full day session will guide you through the following:

1. Inquiry-based approach utilizing the Backwards Design process. Grant Wiggins and Jay McTighe, developed a simple planning process and structure to design curriculum, assessment and instruction. Participants will understand how to design inquiry-based learning experiences for PHE utilizing the Backwards Design:
   1. Stage 1: Identify Desired Results
   2. Stage 2: Determine Evidence
   3. Stage 3: Create Learning Plan

2. Framing and crafting Essential Questions is a skill teachers need to develop. Participants will design inquiry-based learning experiences for PHE utilizing a Four Question Type approach to scaffold crafting Essential Questions from concepts within the PHE curriculum.

1. Hook—cleverly sparks interest
2. Leading—points to a simple, correct answer
3. Guiding—requires inference and critical thinking to resolve, not recall
4. Essential—no simple answer, sparks debate

Communicating Student Learning in PHE. Effective administrator-teacher-parent-student communication is fundamental to student success. Before we get to the information on a report card, the teacher must decide what they want to communicate as student learning. With lots of focus on assessment, evaluation and reporting, how are the concepts of progress, improvement, or achievement truly represented? We will present a simple structure to enable teachers to focus on student learning rather than evaluating and reporting.

Dr. Glenn Young