1. EFFECTIVE LESSON PLANS Brittanie Broussard EDU650:Teaching,Learning, and Leading in the 21st Century Dr. Susan Hughes 7/23/2018

2. PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN Important Elements of Effective Lesson Design Clear Learning Objectives Common Core Standards Assessments Assignments Learning Activities

3. Learning Objectives are Critical to Planning Effective Instruction Good learning objectives are critical to planning effective instruction because it helps develop conceptual understanding for cognition. (Newman,2013) It also gives students and idea of what should be expected of them.

4. Example of Good Learning Objective Aligned with Common Core Standards: Ex: The students will cut out patterns to color later in class. (Newman,2013) This activity is good learning objective because its hands on, fun, and the students are learning.

5. Common Pitfalls in Planning Effective Lessons: Teachers focus more of their energy on "hands on" activities without being "minds-on" Teachers focus more on finishing the whole textbook than making sure there is a clear purpose for the students to understand the lesson. (Newman,2013) How to Avoid those Common Pitfalls: To avoid these pitfalls we as teachers should not only incorporate activities that are fun and easy to understand but, we should also focus on making sure students are learning while doing these activities.

6. What Does Backwards Design Mean? Backwards design is a type of planning with a three stage process that begins with the end in mind Identify Desired result Determine Acceptable evidence Plan learning experiences and instructions

7. How the Common Core State Standards Play a Role in Designing Effective Instruction: The Common Core State Standards Play a role in designing effective instructions because it guides where the class is going Common Core Standards gives teachers an idea on where to begin and which skills can benefit the students more academically. Common Core Standards helps reduce the number of what needs to be covered and focuses more on what needs to be covered.

8. PART 2: BACKWARDS DESIGN V. TRADITIONAL MODEL (Newman,2013)

9. PART 3: BACKWARDS DESIGN ACTIVITY Stage 1: Desired Result Understandings Students will Understand: Essential Questions  How to say their alphabets  How to write the letters  How to sound out each letter  How to spell words with the letters  Can you say your alphabets?  Can you trace this letter?  Can you pronounce this letter?  Can you spell this word? Students will know…. Students will be able to….  How to say their alphabets  How to write words  How to write alphabets in cursive and print  Correct spelling of words  Say their alphabets  Write letters and words  Write alphabets in cursive and print  How to spell words

10. Stage Two: Assessment Evidence Students will receive worksheets to trace and identify letters in the alphabet Students will get on computer and go to programs that helps with the letters in the alphabet Assessments Homework Group Assignments

11. Stage Three: The Learning Activities Music with alphabet songs Games Magnetic letters Books Abc mouse

12. References Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots [Electronic version]. Retrieved from https://content.ashford.edu/https://content.ashford.edu/