Annie Galloway EDU 650: Teaching, Learning, and Leading in the 21 st Century Richard Newman September 16, 2013.

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Presentation transcript:

Annie Galloway EDU 650: Teaching, Learning, and Leading in the 21 st Century Richard Newman September 16, 2013

1. Research 2. Clarity 3. Completeness 4. Specificity

Some things to think about: Objective Procedures Questions Closure Materials Special Needs

Well Written Objectives Describe learning outcome Being student oriental Observation Instructional Teaching Activities

The Common Core State Standards Initiative play a role in designing effective instructions so students, teachers, and parents know the expectation, to understand the skills and knowledge of each standard. Standards help students to prepare through the media, textbooks, technology, and other materials.

The two most common pitfalls in planning an effective lessons are (Newman 2013) 1. Teachers focus more on developing activities that are “hands on without being minds –on 2. Teachers focus more on getting through the entire textbook than on teaching with a clear purpose.

1. To Understand where each student needs to go, and what they need to learn and then work backwards in planning applicable activities. 2. Thinking and reflecting on goals to set for students. (Newman 2013)

According to Newman (2013) “Backwards design means a process that was developed by Wiggins and McTighe, emphasizes the use if learning outcomes as the driver in designing curriculum units, performance assessments, and student learning experiences.

Traditional Model are basically standard base and material is focus straight out of the “textbook, or pacing guides in teacher’ manuals” with the explanation of standards(Newman 2013).

Backward Design-OutputTraditional-Focus on Input ALIKE Teach Use Standards New Topics Input Develop learning Experiences/ Activities Give Feedback Difference Begins with Output-develop an assessment to determine student success for outcome Assess results using assessments using outputs Re-teach Standard Difference Give an Assessment from textbooks and other resources

Know number names and the count sequence CCSS.Math.Conten.K.C C.A.1: Count to 100 by ones and by tens Stage 1: Identify Desired Results Students will learn how to count to 100 by 1s and 10s, and through recognition. Stage 2: Determine Acceptable Evidence Notice if students are counting in class Oral Exam Present Numbers

Stage 3: Plan Learning Experiences and Instructions: I will play the number song for students I Can Count to 100 by Mark D. Pencil. /watch?v=v9-pEVaO4pM /watch?v=v9-pEVaO4pM I will play this song several times To make sure each student understand, I will ask student to repeat their numbers back to me. Activity: Number Bingo Count along to 100

Common Core State Standards Initiative. (2012). Website. Retrieved from Newman, R. (2013). Teaching and Learning in the 21 st Century. Bridgepoint Education. Pencil, M.D. I Can Count to 100. Video. Retrieved from

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