2. Elizabeth Stevenson Teaching, Learning and Leading In the 21 st Century EDU-650 Dr. Allison Rief May 30, 2014 Elizabeth Stevenson Teaching, Learning and Leading In the 21 st Century EDU-650 Dr. Allison Rief May 30, 2014

3. Effective Lesson Design and Backwards Planning The Most Important Elements in Effective Lesson Plan Designs Include: Clear, specific and measureable learning objectives. Objectives that are connected to current standards. Learning objectives should scaffold instruction to the broader standard. The Most Important Elements in Effective Lesson Plan Designs Include: Clear, specific and measureable learning objectives. Objectives that are connected to current standards. Learning objectives should scaffold instruction to the broader standard.

4. Effective Lesson Design and Backwards Planning Good learning objectives are critical to planning effective instruction because… The objectives will help determine whether or not students are mastering the standard and if the lesson plans are producing the desired results (Newman, 2013). Learning objectives can also help to determine what other areas students need extra instruction in. “Developing clear learning objectives can help develop conceptual understanding for cognition,” (Newman, 2013)

5. Effective Lesson Design and Backwards Planning Example: Let’s take a Look at a Common Core Standard for 5 th Grade Math… “ CCSS.Math.Content.5.NF.A.1): Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)” (Common Core State Standards Initiative, 2014) Learning Objectives for this may include: Define the least common denominator (LCD), least common multiple (LCM) and equivalent fractions. Find a common denominator by multiplying the denominators together. Simplify the result if necessary. ~ These are considered good learning objectives because they are observable, measureable and clearly defined. They are also directly aligned to the standard above. Example: Let’s take a Look at a Common Core Standard for 5 th Grade Math… “ CCSS.Math.Content.5.NF.A.1): Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)” (Common Core State Standards Initiative, 2014) Learning Objectives for this may include: Define the least common denominator (LCD), least common multiple (LCM) and equivalent fractions. Find a common denominator by multiplying the denominators together. Simplify the result if necessary. ~ These are considered good learning objectives because they are observable, measureable and clearly defined. They are also directly aligned to the standard above.

6. Effective Lesson Design and Backwards Planning Common pitfalls in planning effective lessons are: 1. Focused more on activities rather than learning and measuring learning. In other words, learning may be “hands-on) but not necessarily “minds on”. 1. Teachers may be focused more on covering all the material in the text book rather than being focused on covering the standards. 2. The lesson objectives may not be specific, observable or measureable. Poorly written learning objectives may lead to faulty conclusions about students ability. 3. The learning assessment may not reflect the descriptors indicated in the objective. Common pitfalls in planning effective lessons are: 1. Focused more on activities rather than learning and measuring learning. In other words, learning may be “hands-on) but not necessarily “minds on”. 1. Teachers may be focused more on covering all the material in the text book rather than being focused on covering the standards. 2. The lesson objectives may not be specific, observable or measureable. Poorly written learning objectives may lead to faulty conclusions about students ability. 3. The learning assessment may not reflect the descriptors indicated in the objective.

7. Effective Lesson Design and Backwards Planning Ways to avoid pitfalls when lesson planning: 1. Begin with the end in mind! Look at the standards that need to be mastered, and then determine the desired outcomes. 2. Make sure that assessments are aligned with the learning objectives are a valid source of information. 3. Understand that authentic learning is a combination of hands-on learning activities that is also minds-on with appropriate rigor. Ways to avoid pitfalls when lesson planning: 1. Begin with the end in mind! Look at the standards that need to be mastered, and then determine the desired outcomes. 2. Make sure that assessments are aligned with the learning objectives are a valid source of information. 3. Understand that authentic learning is a combination of hands-on learning activities that is also minds-on with appropriate rigor.

8. Effective Lesson Design and Backwards Planning Backwards Design: Simply put, backward design is a planning process that begins with defining what teachers want students to learn and then focuses on assessments and activities that will help students master the skills and concepts that are standards based (Newman, 2013) “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” (Covey, _____ Backwards Design: Simply put, backward design is a planning process that begins with defining what teachers want students to learn and then focuses on assessments and activities that will help students master the skills and concepts that are standards based (Newman, 2013) “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” (Covey, _____

9. Effective Lesson Design and Backwards Planning Backwards Design Planning, A Three Step Process: 1. Identify the desired outcomes. What is it that students should know based on the standards. 2. Determine acceptable evidence. Figure out what ways can students be assessed based on the goals. 3. Plan and design learning experiences and instruction. Determine methods in which instruction is delivered to maximize learning and increase student engagement. Backwards Design Planning, A Three Step Process: 1. Identify the desired outcomes. What is it that students should know based on the standards. 2. Determine acceptable evidence. Figure out what ways can students be assessed based on the goals. 3. Plan and design learning experiences and instruction. Determine methods in which instruction is delivered to maximize learning and increase student engagement.

10. Backwards Planning And Common Core State Standards Initiative Learn more about Common Core. Click on the link below!

11. Backwards Planning And Common Core State Standards Initiative Common Core Standards Provide: 1. Clear, understandable and consistent learning standards among most school districts. Unifies our American education system. 2. Common learning standards lead to common assessments or other tools of measurement. Students who move from state to state now may be measured equally. 3. Common Core Standards are research based and also aligned with rigorous college and career prerequisites (Common Core State Standards Initiative, 2014). Common Core Standards Provide: 1. Clear, understandable and consistent learning standards among most school districts. Unifies our American education system. 2. Common learning standards lead to common assessments or other tools of measurement. Students who move from state to state now may be measured equally. 3. Common Core Standards are research based and also aligned with rigorous college and career prerequisites (Common Core State Standards Initiative, 2014).

12. Traditional Model Vs. Backwards Design Traditional Model Planning Process Select standards or topic for instruction Begin with developing learning experiences and activities for students to engage in. Provide Instruction Give an assessment (usually from a textbook or other resource) Determine results and give feedback to class or students Choose a new topic to cover Backwards Design Planning Process Select Standards to cover along and determine learning outcome Begin with developing an assessment to determine student success for outcome Develop learning experiences / activities for students to engage in Provide Instruction Assess learning using assessment developed in step 2 Give feedback and Reteach topic or choose new topic. (Newman, 2013)

13. Backwards Design Activity Three Main Steps for Backwards Design: 1. Identify desired outcomes. 2. Determine assessment evidence. 3. Develop learning activities Three Main Steps for Backwards Design: 1. Identify desired outcomes. 2. Determine assessment evidence. 3. Develop learning activities (Newman, 2013)

14. Backwards Design Activity Identify Desired Results CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Students will know …How to categorize and classify text forms/organization and features, Understand specific genre characteristics and understand story elements and their connection within the text structure. Essential Questions: 1. How can readers summarize connections and relationships within text? 2.How can I use my knowledge of text elements to demonstrate my understanding of literature?

15. Backwards Design Activity Assessment Evidence Performance Tasks: 1. Students read and identify key story elements while analyzing a piece of literature. 2. Students can effectively retell about story elements. 3. Students question the author and demonstrate deeper understanding of text. Other Evidence: 1. Retelling rubrics for narrative text. 2. Journal Writing. 3. Complexity of discussion- demonstration of insight and higher-order thinking. 4. Work samples- Graphic Organizer

16. Backwards Design Activity Learning Activities Example 1: Moving through the story: Students will assemble story elements in a graphic organizer. (Think/Pair/Share with a partner to check understanding of sequencing with story elements.) Example 2: Students will discuss and write about relationships within and between texts to draw various connections. (Reflect what they observe before, during and after their reading and write in Reader’s Notebook.

17. References Common Core State Standards Initiative (2014) Retrieved from (http:www.corestandards.org) Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Ohio’s New Learning Standards ELA. (2014). Retrieved May 30, 2014, from (http://education.ohio.gov/Topics/Ohio-s-New-Learning- Standards/English.) Common Core State Standards Initiative (2014) Retrieved from (http:www.corestandards.org) Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Ohio’s New Learning Standards ELA. (2014). Retrieved May 30, 2014, from (http://education.ohio.gov/Topics/Ohio-s-New-Learning- Standards/English.)