1. EFFECTIVE LESSON PLANNING AND DESIGN Fannie Palmer EDU 650 December 23, 2013 Ashford University

2. EFFECTIVE LESSON DESIGN ELEMENTS Objective and Purpose Anticipatory Set or Orientation Input or Presentation Modeling Understanding Conclusion Assessment of Learning

3. LEARNING OBJECTIVES Critical to Planning because: a. They help develop conceptual understanding for cognition b. Learning is evaluated during a lesson, class period, or activity

4. BACKWARDS DESIGN LESSON PLAN Christmas Interactive Read Aloud Students Involved 15 boys 9 girls 13 African Americans 7 Caucasian 1 Hispanic 1 EC 2 AU (Autistic)

5. EXAMPLE OF A LEARNING OBJECTIVES When given ten subtraction problems ( the condition ), the child will solve them ( the performance ) with 80 percent accuracy( the performance level ). This is a completely stated objective with all key elements.

6. COMMON PITFALLS IN EFFECTIVE LESSON PLANS Teachers focus their energies on developing activities Teachers focus in covering too much material

7. WAYS TO AVOID PITFALLS Students need to understand where they need to go and what they need to learn Work backwards in planning applicable activities Teachers need to allow themselves time for what they want the students to learn Teachers need to think and reflect on the goals for the students

8. BACKWARDS DESIGN Works backwards from the end goal Teachers focus first on learning goals Stage 1 – Identify desired results Stage 2—Determine acceptable evidence Stage 3– Plan learning experiences and instruction

9. BACKWARDS DESIGN & TRADITIONAL MODEL From top to bottomBloom’s Taxonomy BACKWARDS DESIGN TRADITIONAL MODEL

10. T RADITIONAL AND B ACKWARD D ESIGN P LANNING P ROCESS

11. COMMON CORE STANDARDS Designed to make sure students graduate from high school Prepare them to go to two or four year colleges Clear understanding for the parents of the curriculum Prepare students with skills and knowledge

12. L ESSON P LAN H EADING AND O BJECTIVE Narrative Overview of lesson: How can students become better readers, listeners, and thinkers? In this lesson, students will be able to make connections, make predictions, and use questions to help understand the book being read. Teacher: Fannie PalmerDay 5: Reading and Understanding School: Ridgewood Elementary School Approx. Duration: 45 minutesTheme: “Read and Comprehend” NCSCOS Content Area (s): English Language Arts Grade Level: 1 RM 1

13. STAGE 1-DESIRED RESULTS

14. STAGE 1 – DESIRED RESULTS (CONT’D) Strand: Speaking and Listening Standard 8: Students apply strategies for listening and talk with others to comprehend what is heard and spoken 3.8.3: Engage effectively in a range of meaningful discussions Ask questions to check understanding of information presented

15. TEACHER PERFORMANCE STANDARDS

16. STAGE 2- ASSESSMENT EVIDENCE

17. STAGE 3- ACTIVE LEARNING PLAN

18. STAGE 3 – ACTIVE LEARNING PLAN ( CONT ’ D ) Read Aloud: Teacher read aloud the story “Carl’s Christmas”. (pgs. 24-30) Focus and Reread Aloud: Teacher read aloud the story “Carl’s Christmas”. (pgs. 24-30) Focus and Review: Read Book Statement of Objective: [Students will share at least one thought about the book to be recorded on the KWL chart before or after the book is read.] Teacher Input: [Interactive Read Aloud- I will introduce the three things good readers do while reading a book. They have already learned about asking questions to help comprehend the book, so I will review asking questions. I will explain that making predications and making connections to prior knowledge are two other ways to help the reader to focus on the book. view: Read Book Statement of Objective: [Students will share at least one thought about the book to be recorded on the KWL chart before or after the book is read.] Teacher Input: [Interactive Read Aloud- I will introduce the three things good readers do while reading a book. They have already learned about asking questions to help comprehend the book, so I will review asking questions. I will explain that making predications and making connections to prior knowledge are two other ways to help the reader to focus on the book.

19. STAGE 3 – ACTIVE LEARNING PLAN ( CONT ’ D ) Guided Practice: Independent Practice Closure : Fill out the L section of the KWL chart. Ask students what they learned from the book. Materials: Laptop, Projector, Book

20. CONCLUSION Using the backward design model versus using the traditional model will help teachers to be able to understand the planning process and the teacher is more able to focus on addressing what the students needs to learn.

21. REFERENCES Applebaum, Dianne. September 28, 1997. Orchard Books: Cocoa Ice. New York. Retrieved from http://www.scc.k12.wi.us/faculty/lskaalrud/C ocoa%20Ice.pdf http://www.scc.k12.wi.us/faculty/lskaalrud/C Houghton Milfflin Company. KWL Chart. Retrieved from http://www.eduplace.com/graphicorganizer/p http://www.eduplace.com/graphicorganizer/p df/kwl.pdf

22. R EFERENCES (C ONT ’ D ) Ralph, Silvia. 2010, March. Class Varieties and Methods. Retrieved from http://www.mindtools.com/pages/article/coaching- self-awareness.htmhttp://www.mindtools.com/pages/article/coaching-