1. Lesson Planning and Design Kayla Reynolds Ashford University EDU650: Teaching Learning and Leading in the 21st Century Dale Kimball 12/21/15

2. Part One : a) What are the most important elements of effective lesson design? b) Why are good learning objectives critical to planning effective instruction? c) Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective? d) What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls? e) What does backwards design mean? f) How does the Common Core State Standards Initiative play a role in designing effective instruction?

3. Part One Answers : a) Teachers want students to collaborate with one another, to connect their work to the real world, o move beyond the rote memorization of facts and skills, and perhaps, most importantly, to take ownership of their learning. Teachers often place more weight and focus on what students will do in class and spend less energy and emphasis on deciding what students need to learn (Ornstein&Hunkins, 2004). The most important thing the teacher needs to remember when doing lesson plans is the objective for the student.

4. Part One Answers b) A popular way of doing lesson plans is called the backkward design. In this design the teacher would brainstorm ideas that would answer the question what are the big ideas that students should retain from the lesson? How will the students show they have learned from the lesson? And how will students demonstrate their understanding of the lesson?

5. Part One Answers c) (2 rotations) Read to Self and Read to Others- Bee Life Cycle Response to Scholastic News Small Reading Groups – Answering questions with Teacher about book. The students have multiple options of learning and hearing the story also they have one on one time with the teacher.

6. Part one Answers d) A pitfall in planning an effective lesson could b unexpected events such as fire alarm or a guest speaker that pops in. The teacher runs out of time. If there is a worksheet ready the teacher could send the worksheet home or they could cut recess short to finish the lesson. Another pitfall is the teacher has spent most of her time planning and designing lessons. The teacher has to work late because the planning needs to be done.

7. Part One Answers e) Backwards Design is A way of designing educational curriculum by setting the goals before the educational instructional methods.

8. Part Two Compare and Contrast Backward Design to Traditional Model Backward design Desired result is focused on first Planned learning experiences are the driving point for lessons. Less time spent on materials They are similar because they both have the student in mind. Traditional Model Attention is focused on planning the materials first. Textbooks are the driving point. Teachers spend the majority of time on materials They are similar because they both prepare for upcoming lessons

9. Backward Design Lesson Plans  Stage One – Identifying the result My result is that I want each student to be able to tell me the setting, beginning, middle and end of the story and to be able to answer at least 10 questions about the story.

10. Backward Design Lesson Plans  Stage Two – Assessment evidence The students will be able to answer questions about the story after reading the story to them self and to peers.

11. Backward Design Lesson Plans  Stage three – Learning Activities The story will be read aloud in class, it will be read silently to them self, and discussed in peer groups.

12. References Patrick, H., Kaplan, A., & Ryan, A. (2011). Positive Classroom Motivational Environments: Convergence Between Mastery Goal Structure and Classroom Social Climate. American Psychological Association. Garrett, T. (2015). MISCONCEPTIONS AND GOALS OF Classroom Management. Ann Arbor, MI: Bergin & Garvey. Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. Retrieved from https://content.ashford.edu/books/AUEDU650.13.2 Lopez, D. (2009). No excuses university: Hundreds of schools, thousands of students, one big dream. Ramona, CA: TurnAround Schools. International Society for Technology of Education. (2008). ISTE teachers standards. ISTE standards. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF