1. Chapter XI - Review

2. By the end of this chapter you will learn: The entry points in the (3 step Backward Design Model) How to revise existing designs if available The Unit Design Cycle (First Design then Teach)

3. Model 1 Model 2

4. “Good teachers are made not born.” They are made by spontaneous interactions with students during the lesson. Having a template is like having a key to open doors to design and deliver a lesson, effectively and with ease.

5. Stage 1 Desired Results Stage 2 Assessment Evidence Stage 3 Learning Plan Begin with content standards (an important topic) Begin by considering real world application (Goals) A significant test An important skill or process Begin with a favorite activity or familiar unit Begin with a key text or resource

6. Let’s review two different lesson plans that we have been using for our Elementary Pashto language class. Lesson Plan 1.1 Lesson Plan 1.2

7. The easiest way to tackle these challenges are that once you finish from class go back to your design template and ask yourself: What worked for you this week? Say why, briefly. What didn’t work? Say why, briefly. Or you can have your weekly feedback – Form which will be a checklist for your next Class (What Worked? – What Didn’t?)

8. 1.Design should be based on what? Goals or Standards in Mind (National Standards for Foreign Language Education) Performance Gaps Reviewed and approved by Experts 2.Teach it: Teaching should include spontaneous interaction with students and should cover the following: In-Class Observations Formative Assessments (Student Works) Student Feedback Analysis of Summative student work.

10. Q & A