1. EFFECTIVE LESSON PLANS Carol Russell EDU650: Teaching, Learning, and Leading in the 21st Century Dr. Dusty Clark. September 4. 2017 D E S I G N I N G E F F E C T I V E I N S T R U C T I O N Instructions Designs Backward Design Traditional Model

2. PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN Important Elements of Effective Lesson Design Research. Set clear, specific and measurable learning objectives (Lopez, 2013). Aligned objectives to the common core state standards. Assessments (Lopez, 2013). Assignments. Learning activities.

3. Learning Objectives are Critical to Planning Effective Instruction Developing learning objectives can help grow conceptual understanding for cognition ( Newman, 2013). Clear and specific learning objectives will drive successful lesson plans. Effective lesson plan will drive effective content distribution.

4. Example of Good Learning Objective Aligned with Common Core Standards: In class, students should be able to specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. Why this is an Example of a “Good” Learning Objective: It is clear, concise, understandable. It is aligned with the Common Core Standards to my state’s 3 rd grade reading standards.

5. Common Pitfalls in Planning Effective Lessons: Two main mistakes are accidental learning and breadth of coverage (Newman, 2013). AAccidental learning occurs when a teacher focuses developing activities that are “hands on without being minds on.” (Newman, 2013). BBreadth of coverage occurs when the teacher rushes through the content other than teaching with a clear goal (Newman, 2013).

6. How to Avoid those Common Pitfalls: Focus on concrete goals and objectives other than focusing on coverage. Begin with the end goal in mind; what do you want your students to be able to do at the end of the lesson. Think ahead; how will this objective and activities link with the forthcoming learning ideas?

7. What Does Backwards Design Mean? It is a method used to design lessons beginning with the focus standard and determining the final outcome (Wiggins and McTighe, 2005). It suggests a planning sequence for a curriculum. TThe sequence has three stages which include; 1.Identify desired results. 2.Determine acceptable evidence. 3.Plan and design learning experiences and instruction.

8. How the Common Core State Standards Play a Role in Designing Effective Instruction: The Common Core Standard Initiative plays a role in designing effective instruction by addressing standards and initiatives that need to be met. This initiative makes sure that students are prepared for college, career, and life no matter where they are from. These standards are crucial for students to become active members of their society.

9. PART 2: BACKWARDS DESIGN V. TRADITIONAL MODEL Backwards Design PlanningTraditional Model Planning Starts with the outcome of learning Begins with choosing activities and assignments Develop assessments before assignmentsDevelop assessments after assignments Focuses on the desired goals of the lessonFocuses on inputs It is student centeredIt is teacher focused Select standards to cover learning outcomesSelect standards or topics to cover

10. PART 3: BACKWARDS DESIGN ACTIVITY Subject: Mathematics Topic: Number,Operations and Measurement and Data Grade Level: 3

11. Stage One: Goals to be Established Students should be able to; Comprehend a fraction as a number on the number line. Specify and partition a whole into equal parts. Draw a picture graph and a scaled bar graph to represent a data set with several categories (CCSS, 2017).

12. Stage Two: Assessment Evidence Assessment Evidence Exit slip- favorite color Draw a scaled bar graph using the given set of data; Red- 7 Yellow- 3 Blue – 6 Green-3 Orange- 4

13. Stage Three: The Learning Activities Students will work independently to construct a scaled bar graph. Students will identify and count unit fractions. Students will be provided with weekly tests to evaluate their level of understanding.

14. References http://www.corestandards.org Lopez, D. (2013). No Excuse University– Designing Effective Lessons. Chapter 9 Newman, R. (2013). Teaching and Learning in the 21 st Century: Connecting the Dots. San Diego, CA: Bridge point Education, Inc. Wiggins, G. P. & Jay,M. (2005). What is Backward design? In Wiggins, G. P., & Jay, M. (2 nd Ed), Understanding by Design (pp. 7-19 ). Upper Saddle River, NJ: Merrill Prentice Hall.