CONCEPTUAL FRAMEWORKSBACKWARD MAPPING

• WHAT IS IT? • WHY DO IT?

• HOW TO DO IT?

Module 4: Program Review & Development

Northern Sydney Region Teacher Professional LearningAmiee Satchell 3-6 English ConsultantRhonda Kaidbay 7-12 English Consultant

Conceptual Frameworks●Concepts are significant notions that

reflect the core ideas of the content being taught

●They enable students to comprehend and

create meaning

The Structure of Knowledge

Facts and ConceptsWe must change the emphasis in instruction from memorisation of facts to the use of facts as a tool to develop deeper, conceptual understanding

Deep Understanding

• Student direction• Connectedness -

authenticity• Higher-order thinking• Substantive

communication• Explicit quality criteria• Problematic knowledge

Concepts• 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

Education is what survives when what has been learned

has been forgotten.

B.F. Skinner

Focus on learningWhat 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?

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.

“Enduring Understanding”

“Big Ideas”

Important to know and do

Worth being familiar with

“Begin with the end in mind” - Covey

A Year 7 Geography Task program

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?

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

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

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)

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

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

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

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

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

Teacher’s Marking GuidelinesMarking Guidelines 1 2 3 4 5 64.6 Describes the geographical processes that form and transformenvironments4.8 Describes the interrelationships between people and the environments

Identify at least three threats (causes) to the wetland environment. Explain the impacts (effects) these threats have on the wetland

environment. Describe the impact and include relevant pictures, sketches and/or

photographs that illustrate the changes that have occurred in thisenvironment.

Marking Guidelines 1 2 3 4 54.10 E xplains how geographical knowledge, understanding and skillscombine with knowledge of civics to contribute to informed citizenship.

Suggest 3 w ays that people can work to protect the wetlandenvironment.

Explain how/why these measures would help to protect wetlandecosystems.

Marking Guidelines 1 2 34.1 Identifies and gathers geographical information4.2 Organises and interprets geographical information

Present information gathered from your fieldwork activities eg.Graphs, tables, sketches, photographs, data.

Interpret the information and include it to support your argument.

Marking Guidelines 1 2 3 4 5 64.3 Uses a range of written, oral and graphic forms to communicategeographical information

Ensure your article has an engaging introduction and an effectiveconclusion.

Use appropriate geographical terminology. Use persuasive language to communicate your argument. Use the format of a geography magazine article including graphics,

titles and columns. Express ideas using correct grammar and spelling. For example,

connectives/conjunctions/noun groups/articles/plurals.

A: 17-20 - B: 13-16 C: 9-12 D: 5-8 E: 1-4

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