EFFECTIVE LESSON PLANNING AND DESIGN By: Torri S. Ruffin

WHAT ARE THE MOST IMPORTANT ELEMENTS OF EFFECTIVE LESSON DESIGN? The most important elements of effective lesson design involve researching, good learning objectives, clarity, completeness and specificity.

WHY ARE GOOD LEARNING OBJECTIVES CRITICAL TO PLANNING EFFECTIVE INSTRUCTION? Good learning objectives challenges the students with higher-level learning objectives, questions, and assessments. It also prepares them for the growing amount of higher-level questions and problems provided in testing situations.

EXAMPLE OF “GOOD” LEARNING OBJECTIVE North Carolina Extended Common Core State Standard: EX.RL.6.10 Demonstrate understanding of text while actively engaging in reading and listening to stories, dramas, and poetry for clearly stated purposes. Learning Objective: - Apply use of special vocabulary in the context of a topic. - Answer questions related to what is read. Experience different literary forms: chapter books. - Ask and respond to questions during a listening activity. This is a “good” learning objective because it is clear and precise. “Clarity, completeness, and specificity are needed to drive the rest of the lesson plan design.” (Newman, 2013 CH 9.1, Para 5)

WHAT ARE SOME COMMON PITFALLS IN PLANNING EFFECTIVE LESSONS? HOW CAN WE AVOID THESE PITFALLS? The two biggest mistakes in planning effective lessons are focusing on developing activities that are hands-on without being minds-on. This is done rather than focusing on solid planning. The second mistake is teachers focusing on getting through the entire textbook than teaching with a clear purpose. We can avoid these pitfalls by utilizing the backwards design approach for lesson planning.

WHAT DOES BACKWARD DESIGN MEAN? Backwards design planning is a three-stage process of planning lessons for teachers. It begins with defining what teachers want students to learn. Next, it focuses on developing a plan to assess when the outcome has been met. The final stage relates to planning learning activities in which students will engage.

HOW DOES THE COMMON CORE STATE STANDARDS INITIATIVE PLAY A ROLE IN DESIGNING EFFECTIVE INSTRUCTION? The Common Core State Standards Initiative provides the instructor a guideline of subjects, topics and areas that need to be covered when instructing the students.

Traditional Planning Process Select topic/standards to cover Begins with Inputs Teach Assessment given Results/Feedback New Topic To Cover Standards or a Topic to Cover Begins with Inputs Teaching and Assessment Results/Feedback Start a New Topic Traditional Planning Process

Standard and Learning Outcome Presented Begins with outputs Learning Activities/Experiences and Teaching Assessment, Feedback, and Reteaching the topic Backwards Design Planning Process

COMPARING AND CONTRASTING TRADITIONAL VERSUS BACKWARDS DESIGN PLANNING PROCESS Traditional Planning Process  Teacher selects a standard or a topic to cover  Teacher begins with inputs. Inputs are activities and textbooks that will be used in class.  Instruction begins  Assessment is given to students based on textbook/resource  Results/Feedback from Textbook Assessment  New Topic Backward Design Planning Process  Teacher selects a standard/learning objective  Teacher begins with outputs and constructs a learning assessment. Outputs are desired learning goals that students are to achieve.  Students complete learning experiences/activities  Instruction begins  Assessment is given to students based on output  Feedback and Results from Output Assessment is given  New Topic or teacher re-teaches topic

EXAMPLE OF A GOOD BRIEF LESSON PLAN North Carolina Extended Common State Standard: EX.7.E.1 : Understand the water cycle. I. Focus and Review: “What is an Ocean?” Students will review the five oceans of the world. II. Statement of Objective(s): - I can identify the parts of the water cycle. -Apply the use of special vocabulary in the context of a topic. -Answer the questions related to what is read. -Ask and respond to questions during a listening activity. -Locate major bodies of water on a world map. Stage One: Identifying Desired Results

EXAMPLE OF A GOOD BRIEF LESSON PLAN  North Carolina Extended Common State Standard: EX.7.E.1 : Understand the water cycle.  III. Teacher Input: The teacher will discuss the water cycle process. The teacher will discuss what is an ocean and the five oceans. The teacher will present one chapter at a time for reading and comprehension.  IV. Guided Practice: After each page is read, the teacher will ask a discussion question that is related to the story. Students will answer orally or by selecting pictures from the chapter communication board, The teacher will have students to focus on pictures on each page to reinforce understanding. Stage Two: Assessment Evidence

EXAMPLE OF GOOD BRIEF LESSON PLAN  North Carolina Extended Common State Standard: EX.7.E.1 : Understanding the water cycle.  V. Independent Practice:  Level 1. - Students will visually focus on pictures while listening to text read aloud. Students will select a picture in response to an oral question.  Level 2. – Students will read/listen to text during a shared reading experience. Students will point to pictures in response to oral/written questions.  Level 3. – Students will independently read text in chapters. Students will respond to oral/written questions during discussion of the chapter. VI. Closure: Comprehension worksheets, homework Stage Three: The Learning Activities

SUMMARY  Effective lesson design is achieved when an instructor researches the subject area, writes good learning objectives, and is clear, complete, and specific about the lesson plan.  If we, as instructors, want out students to succeed, this must be adhered to.  “Leadership success depends on the skill with which leaders adapt their practices to the circumstances in which they find themselves, their understanding of the underlying causes of the problems they encounter and how they respond to those problems.” (Wahlstrom, Louis, Leithwood, Anderson, 2010, Page 25, Para 1)  If we as instructors, want our students to be come great leaders, we must set the example and make a great lesson plan, so they can learn all they can. Effective Lesson Design

REFERENCES  Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.Teaching and learning in the 21st century: Connecting the dots  Wahlstrom, K., Louis, K. S., Leithwood, K., & Anderson, S. E. (2010). Investigating the links to improved student learning: Executive summary of research findings. Center for Applied Research and Education Improvement. Retrieved from dge-center/school-leadership/key- research/Documents/Investigating-the- Links-to-Improved-Student-Learning- Executive-Summary.pdfInvestigating the links to improved student learning: Executive summary of research findings