1. Dr. Jackie Kyger November 22, 2013

2. The most important elements of this approach are with defining what teachers want students to learn. The four major elements are planning, instruction, the assessment and learning are the key elements of this design. Effective Lesson Design and Backwards Design

3. When working to create effective instruction it is important to work off of a SMART goal. Which is what leads the instruction. It is important to also know what your expectation are of the students to be able to teach them the objectives in the most effective way. For instance, the first filter focuses on choosing a linchpin idea, or an idea that is critical to further understanding (Wiggins & McTighe, 1998; 2005). Good Learning Objectives are Critical to Planning Effective Instruction

4. Example of a learning objective: CCSS.Math.Content.3.MD.A.1 Using Judy clocks students will be able to tell and write time to the nearest minute and measure time intervals in minutes. The Effectiveness The reason why this is effective is because there is a clear and concise objective present in what the students will be learning. Good Learning Objective Aligned with the Common Core State Standards

5. There is not a purpose of teaching with a lesson plan in mind. Students might have accidental learning occur. The way to Avoid These Pitfalls Clearly define objectives Begin lessons with the end in mind (Newman, 2013) Some Common Pitfalls in Planning Effective Lessons

6. Backwards design is a three stage design process. This design is started at the end and finished at the beginning. Stage 1:is to identified desired results. Stage 2: is to determine acceptable evidence. Stage 3: is plan learning experiences and instruction. Backwards Design

7. The Common Core Standards also starts at the end instead of the beginning. Clear expectation of what the students will be require to learn using these standards. Common Core Standards

8. Traditional ModelSameBackwards Design Select a standardThe is a requirement to select an objective for both methods. Select a standard Begins with Inputs develops learning experiences and activities. Begins with Outputs develops an assessment to determine students success. Teaching of the objective.Now will be when you develop learning experiences and activities for the engaging of students. Give an assessmentTeaching of the objective. Find results and give feedback.Assess the results from the initial assessment Select a new topicProvide feedback Compare and Contrast

9. CCSS.Math.Content.3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems.(corestandards.org, 2013). Lesson Plan

10. The assessment piece to this plan will be to assess the students knowledge of measuring and their understanding of word problems. The assessment will have a combination of the two skills that are measured through this assessment process. Lesson Plan Part Two

11. Students will use the program of BrainPop to compare and contrast the basic properties of solids such as mass, volume, color, and texture. Students will differentiate between weight and mass, and explore and describe the densities of various materials. Students will work on the worksheet measurement problems to give students further instruction on this objective. Lesson Plan Part Three

12. Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Wiggins, G., & McTighe, J. (2007). Schooling by Design: Mission, Action & Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. References