1. EFFECTIVE LESSON PLANNING AND DESIGN Wanda McLeod 5/12/14 EDU 650 Teaching, Learning, and Leading in the 21 st Century Dr. Stef Lassitter

2. PART ONE: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN

3. WHAT ARE THE MOST IMPORTANT ELEMENTS OF EFFECTIVE LESSON DESIGN? One of the most important elements is that the lesson needs to be engaging. Other factors to effective lesson design “is the connection among planning, instruction, assessment, student experiences, and learning” (Newman, 2013 p. 9 introduction). Knowing the ending goal is also one big element that helps to make effective lesson design. Before the lesson is designed having the end in mind as the text says.

4. WHY ARE GOOD LEARNING OBJECTIVES CRITICAL TO PLANNING EFFECTIVE INSTRUCTION? To have effective instruction the objective must be clear, measurable, specific. This is critical because it is the make up of the whole lesson. Why the students need to know the particular lessons and what are they expected to learn or know once they have been taught the lesson?

5. PROVIDE AN EXAMPLE OF A GOOD LEARNING OBJECTIVE ALIGNED WITH THE COMMON CORE STATE STANDARDS. WHAT MAKES THIS A “GOOD” LEARNING OBJECTIVE? Kindergarten CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. More specific and what makes a “good” learning objective is: CCSS.ELA-Literacy.RF.K.1.D Recognize and name all upper and lower case letters of the alphabet (Common Core State Standards Initiative, 2014) This is a very clear learning objective and can be measured in student assessment throughout the school year.

6. WHAT ARE SOME COMMON PITFALLS IN PLANNING EFFECTIVE LESSONS? HOW CAN WE AVOID THESE PITFALLS? Common pitfalls are teachers planning learning activities and busy work without a clear learning objective. Teaching to cover the entire text and not addressing the critical thinking or learning objectives also bring a pitfall. To avoid pitfalls such as these effective lessons begin with the end in mind, having a clear learning objective, and the steps on how to allow students to learn and understand the objective.

7. WHAT DOES BACKWARDS DESIGN MEAN? Beginning at the end is the simplest term to describe “Backwards Design” To make an effective Backward Design plan the first thing a teacher must decide is what learning goal her students are to achieve by the end of the lesson.

8. HOW DOES THE COMMON CORE STATE STANDARDS INITIATIVE PLAY A ROLE IN DESIGNING EFFECTIVE INSTRUCTION? COMMON CORE STATE STANDARDS INITIATIVE (www.councilforeconed.org(www.councilforeconed.org) The Common Core State Standards Initiative gives educators the end goal for each standard. It does not give a set way a standard has to be taught but what the ending goal in the lesson must be. The CCSS Initiative is what is helping to make designing an effective instruction plan easier and more focused.

9. PART TWO: COMPARE AND CONTRAST BACKWARDS DESIGN AND THE TRADITIONAL MODEL Backwards Design VS. Traditional Model!!!

10. Backwards Design ModelTraditional Model Beginning with the end in mindBeginning with learning activities Identifies and makes clear goalsMoves forward from one activity to the next Primary focus on “outputs, or desired learning and goals that students are to achieve” (Newman, 2013, p. 9.3). “Primary focus is on the inputs, or the activities and textbooks that will be used in class” (Newman, 2013, p. 9.3)

11. PART THREE: BACKWARDS DESIGN ACTIVITY bethciccone.blogspot.com

12. BACKWARDS DESIGN LESSON PLAN Subject: Reading Foundational Skills Topic: Recognize and name all upper- and lowercase letters of the alphabet. Grade Level: Kindergarten

13. STAGE ONE: IDENTIFYING DESIRED RESULTS Goals:  To recognize and name all upper-case letters of the alphabet  To recognize and name all lowercase letters of the alphabet

14. STAGE TWO: ASSESSMENT EVIDENCE  Student will be able to identify/recognize and name all upper and lowercase letters in any order.

15. STAGE THREE: LEARNING PLAN  Students will review alphabet flash cards daily naming letters both upper- and lowercase.  Students will watch the video, “The Letter Factory” to help learn the letters.  Students will be able to identify/recognize and name all 52 upper- and lowercase letters of the alphabet.

16. REFERENCE: Newman, R. (2013). Teaching and learning in the 21 st century: Connecting the dots. San Diego, CA: Bridgeport Education, Inc. Common Core State Standards. (2012). Retrieved from http://www.corestandards.org/ Photo on slide 11 retrieved from bethciccone.blogspot.com Photo on slide 8 retrieved from www.councilforeconed.orgwww.councilforeconed.org