1. Re-imagining your programming processes
Session 3

2. Making the links when planning
What do we record?
What do we assess?
What do we want students to learn?
This process is driven by the concept of backward mapping - we need to have a clear picture of what it is we want students to learn before we can start to think about how we might assess them.
Without a clear picture of what it is we want students to learn ... it becomes very difficult to plan effective assessment activities. So let’s spend some time thinking about what students should be learning in Health and Physical Education.

3. Creating maximum learning effect – Visible learning
Transparent learning goals
Success criteria
Quality feedback
Focus on performance against a standard not performance against other students
The more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal.
The more the student is aware of the criteria for success, then the more the student can see the specific actions that are needed to attain these criteria.
The more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed.
Source: Hattie: Visible Learning, Routledge; ISBN 13:  ; ISBN 10: 

4. Feedback

5. Feedback is amongst the most powerful influences on learning outcomes
John Hattie
Many teachers claim that they give very regular feedback to their students, yet the truth that has been identified through research, is that most students get very little feedback each day. Research has also shown that some forms of feedback are far more powerful than others ... and some can even impede their success.

6. When should you give feedback?
Feedback is powerful when it lets students know how they are doing while there is still time to adjust and perfect their efforts.
If students don’t receive feedback in time to use it, the feedback will not help them improve their performance.
immediate feedback helps students to understand the material and is more effective when the work is new or if students are struggling
Delayed feedback helps students to transfer your advice to similar problems and tasks. It works best when students are more knowlegeable about the topic and proficient in the task at hand.

7. Types of feedback

8. Tailoring feedback

9. Reviewing current programming templates and processes
SWOT analysis
Reviewing current programming templates and processes

10. Considerations Learner variabilities Multiple means of:
engagement
representation
action and expression
Learning goals/intentions
Criteria for success
Opportunities to assess learning
Opportunities for providing feedback