Lesson Planning Sequence Backwards design or Design down

1. EXPECTATIONS: What do I want students to learn? Ministry documents for subject areas Refine listed expectation, if necessary, to fit lesson context Ensure they are specific to the lesson (observable, measurable) Focus on new student learning, not strategies to learn Usually limit to one or two expectations

ASSESSMENT: How will I assess the learning? What task could I use to allow students to demonstrate achievement of the expectations? (There is always something) What tool will I use to measure the achievement? E.g., observation, checklist, rubric

PREASSESSMENT Students – specific, prior knowledge, experience, need for modifications/ accommodations, supports b) Environment - time, space, groupings (be specific) c) Resources – list, assemble (be specific) * Ensure that both (b) and © are appropriate to Task, Content and Expectations

BRAINSTORM CONTENT: Getting ready to plan the sequence of learning Create a content web list, sort and cluster ideas Determine sequence. This should be logical, building meaning through the development of ideas, concepts

CONTENT & STRATEGIES The WHAT & HOW 1. INTRODUCTION State clearly what the Hook is ( a grabber/catchy/focus for learning/setting the stage!) Describe how the Hook will be used The Hook should engage the students The Hook is creative, innovative, and motivating Time allocation

ESTABLISHING THE LEARNING State in detail and in an organized, logical manner, what facts, data, information formulae, and concepts are to be learned Describe how Teaching/Learning strategies will be used: Step by step Key questions listed Transitions Parallel content Time is approximated

CONSOLIDATION-RECAPITULATION OF THE LEARNING Students summarize briefly the main ideas, concepts, procedures, and/or processes developed in the Establishing The Learning section Get ready for the Follow-up Time allocation

APPLICATION: Follow-up The task explains how the students will apply and practice the new learning either independently or in groups Teacher’s role is described Time allocation

ASSESSMENT: Ties back to the Expectations Clearly states how the stated expectation(s) will be achieved Assessment tools are included

TEACHER REFLECTIONS (After the teaching has been done) A required and essential part if you are to improve your teaching Learning: describe the degree to which the expectations were achieved by all students Effectiveness: focus on yourself: (communication, planning, implementation, classroom organization and management) Next Step: learning experiences to follow; learner/curriculum needs e.g., content not covered or not understood; management

EFFECTIVE PLANNING means: Effective learning for all students Logical development of learning over time Teacher satisfaction in the development of the art of teaching Realistic and appropriate achievement goals for student improvement Happy kids and happy teachers!