1. Effective Lesson Planning and Design Richelle Lee Vose Ashford University August 10, 2015 Education 650: Teaching Learning and Leading in the 21 st Century

2. Part One Effective Lesson Design And Backwards Design

3. Most Important Elements of Effective Lesson Design  Gather Knowledge  Research and Collaborate www.utexas.edu / www.edweek.org

4. Learning Objectives  At the end of the lesson, you will be able to  Understand how to multiply one-digit whole numbers  You will be able to explain what place value is  You will Demonstrate fluency of addition and subtraction

5. Common Core State Standards with Good Learning Examples  Grade 3 » Number & Operations in Base Ten  Use place value understanding and properties of operations to perform multi-digit arithmetic.¹  CCSS.Math.Content.3.NBT.A. 3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. CCSS.Math.Content.3.NBT.A. 3 www.corestandards.org/ www.commoncoresheets.com

6. Common Core State Standards with Good Learning Examples  Grade 3 » Number & Operations in Base Ten  Use place value understanding and properties of operations to perform multi-digit arithmetic.¹  CCSS.Math.Content.3.N BT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100 CCSS.Math.Content.3.N BT.A.1 www.corestandards.org/ teacherspayteachers.com

7. Common Core State Standards with Good Learning Examples  Grade 3 » Number & Operations in Base Ten  Use place value understanding and properties of operations to perform multi-digit arithmetic.¹  CCSS.Math.Content.3.NB T.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.Math.Content.3.NB T.A.2 www.corestandards.org/ search.theeducationcenter.com

8. Common Pitfalls in Lesson Planning

9. BACKWARD DESIGN  The learning objective is the main focus  Clear and concise direction for students to understand where they are suppose to go to learn  Destination has been achieved

10. Common Core = Effective Learning “The development of the Common Core State Standards is a success story of meaningful, state-led change to help all students succeed”(www.corestandards.org). www.commoncorestatestandards.org

11. Part Two Backwards ClassroomDesign Compare andContrast Classroom Design Traditional

12. Pie Charts for Comparison This model is missing the outputs and the activities. This is not a complete model. Better model because the objectives are the outputs, the activities are the learning variations, and the re- teaching is the premise that the students will learn concretely.

13. Part Three: BackwardsDesignActivity

14. Understanding by Design 1. Defining what teachers want students to learn 2. Assess outcome met 3. Planning Activities 4. Big ideas retained 5. How will students experience key concepts (Newman, fig. 9.1; chapter 9, 2013).

15. Use place value understanding to round whole numbers to the nearest 10 or 100  CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100 CCSS.Math.Content.3.NBT.A.1  Teacher will ask students what they know about rounding?  Teacher will introduce http://www.khanacademy.org/ http://www.khanacademy.org/  The students will peruse around the website and find rounding

16. Continue Lesson  Teacher will stroll around the classroom assessing the outcome by using the the red, yellow, and green strategy.  Teacher will see the students’ understanding  Understanding will come from the students working with their peers, writing correct answers out, and orally explaining why (e.g., 96 rounds to 100, 33 rounds to 30).

17. References:  Common Core State Standards Initiative (http://www.corestandards.org/) Common Core State Standards Initiative  Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford Center for Opportunity Policy in Education. Retrieved from https://scale.stanford.edu/system/files/beyond-basic-skills-role- performance-assessment-achieving-21st-century-standards-learning.pdfBeyond basic skills: The role of performance assessment in achieving 21st century standards of learninghttps://scale.stanford.edu/system/files/beyond-basic-skills-role- performance-assessment-achieving-21st-century-standards-learning.pdf  Digit addition and subtraction without regrouping. (n.d.). Retrieved August 9, 2015, from https://www.theeducationcenter.com/  Education Week. (2015.). Math teachers discuss how to phrase test questions during a team meeting. Retrieved August 9, 2015, from http://www.edweek.org

18. Continued  Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. San Diego, CA: Bridgepoint Education, IncTeaching and Learning in the 21st Century: Connecting the Dots  News & Updates. (n.d.). Retrieved August 9, 2015.  TeachersPayTeachers.com - An Open Marketplace for Original Lesson Plans and Other Teaching Resources. (2015.). Retrieved August 9, 2015, from http://www.teacherspayteachers.com  The University of Texas at Austin. (2011), Assessment process: planning, data, gathering, analysis, and reporting. Retrieved August 9, 2015 from http://www.utexas.edu