VCE Physics 2016+
Units 1 & 2
Workshop
Planning
Backwards by design
AIP Physics Teachers’ Conference 2015
Session: B17
Neil Champion
Edmodo site
https://www.edmodo.com
Oz Senior Physics Curriculum
Group URL
https://edmo.do/j/n584zr
Group code
wc8y6x
Folder
VCE Physics 2016+
What do I want to do?
Introduce backwards design principles
Backwards design
Three-stage process
designed to:
• Clarify goals
• Design assessment tasks
• Match class activities to:
- goals
- assessment tasks
• Knowledge
Facts etc
• Assessment:
Understanding
Proficiency
• Skills
Procedures
• Students:
Know
Understand
Are able to
do
Evidence
Learning
experiences
Results
Connected
-ness
• Meaning
Social
Personal
Big Ideas
Ideas that make sense of lots of otherwise
confusing and seemingly isolated facts
Nobody can be a good reasoner
unless
by constant practice he (sic) has realized
the importance of getting hold of the big ideas
and
of hanging onto them like grim death.
– A. N. Whitehead, 1929
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99
Unit 1: Area of study 2
Big Ideas
How can thermal effects be explained?
Discussion point:
What do you expect the Big Ideas to be?
i.e. What are the ideas that make sense of lots of otherwise
confusing and seemingly isolated facts
Essential Questions
Questions that help students
inquire into
and
make sense of
Big ideas
Essential questions promote:
• genuine inquiry
• deep thought, lively discussion
• re-thinking big ideas
• meaningful connections
• generalisation to new situations
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
Unit 1: Area of Study 2
Essential Questions
• How do internal combustion engines
work?
• What impact do internal combustion
engines have on the environment?
• How does a four stroke
internal combustion engine work?
• How does the electric motor compare
with the internal combustion engine?
…. cont.
Essential Questions
… cont.
• Can thermodynamic principles related to the use of
the internal combustion engine allow for
investigation and evidence collection to inform the
debate about global warming and the enhanced
greenhouse effect?
Discussion point:
Is this a Big Idea or an Essential question?
i.e. Does the question make sense of lots of otherwise
confusing and seemingly isolated facts?
OR
Is it a question that helps students inquire into
and make sense of Big ideas?
Unit 1: Area of study 2
Outcome 2
On completion of this area of study the student should
be able to apply thermodynamic principles to:
• analyse
• interpret
• explain
changes in thermal energy in contexts including:
• the car
• the home and/or
• Earth
Unit 1: Areas of study 1, 2 & 3
Assessment tasks
• Report of a practical investigation
(student-designed or adapted)
And a selection from the following:
• Annotated folio of practical activities
• Data analysis
• Media response
• Summary report of selected practical activities
including maintenance of a logbook
• Reflective journal/blog related to selected
activities or in response to an issue
• Test comprising multiple-choice and/or short
answer and/or extended response