Jessica Babbes EDU 650: Teaching Learning and Leading in the 21st Century Kimberly A. Smith March 10, 2014

Have the learning outcome drive the activity. “Complete, specific, and measurable learning objectives.” ¹ “Clear goals and objectives; appropriate and challenging material.” ² Use of the backward planning design. Incorporate 21 st century skills and Common Core State Standards. “Interweave the 4 components of content, instructional strategies, assessment, and higher-order thinking skills.” ³ 1 (Newman, 2013, pp ) ² (Goldenberg, 2014, p. 37) ³ (Ozogul, Olina & Sullivan, 2008, p. 2)

Without an objective in mind, how does a teacher know how to guide the students, what learning should take place, or when the task is complete? “They contain the knowledge, skills, and attitudes the teacher should expect from the students.” ⁴ The learning objective is the end result and “used to measure what learning took place.” ⁴ ⁴ (Newman, 2013, p. 230)

It is clear, specific, measurable and explains the skills or knowledge students are expected to learn. ⁶ Students know what they are supposed to accomplish; being able to write expressions in equivalent forms to solve problems, not just to finish chapter 3 and questions Learning objective is a Common Core State Standard. ⁵ (Common Core State Standards Initiative, 2012, para. 11) ⁶ (Newman, 2013) “Students in introductory algebra will be able to write expressions in equivalent forms to solve problems.” ⁵

Describing what the teacher will do or say in the classroom. Focusing more on the activities the students will do rather than what they need to learn. ⁷ “Hands-on activities instead of minds-on or solid planning.” ⁸ Feeling the need to cover the entire textbook instead of choosing the relevant sections. Teaching the test rather than focusing on the students’ depth of knowledge. ⁷ ⁷ (Newman, 2013) ⁸ (Newman, 2013, p. 232)

Use the backward planning design to develop lesson plans. Focus on knowledge and what the students should take away from the lesson and the test scores will reflect. Realize that covering a certain number of pages does not equal learning or knowledge retention.

Backward planning design focuses on the outputs, “desired learning and goals that students are to achieve.” ⁹ Consists of three stages: Identify the desired end result or learning objective; what the student should know or be able to do upon completion of the lesson. Determine the assessment evidence; how you will measure the students’ progress and comprehension. Learning plan or activities; what the students will do in order to meet the learning objective. ⁹ (Newman, 2013, p. 237)

CCSS provides teachers with learning objectives. Standardizes the material taught by grade in each state (minus the 5 that have not yet adopted the standards). Eliminates the need for teachers to cover the entire textbook, allowing them to focus on the “core conceptual understandings and procedures.” ¹⁰ ¹⁰ (Common Core State Standards Initiative, 2012, para. 2)

When designing a lesson plan using the traditional model, the teacher usually selects a standard or topic in the textbook and reviews the activities suggested. Sections in the chapter are read, the suggested activities completed, and questions in the book assigned (INPUT). Then the exam or quiz associated with the chapter is administered. The students’ test scores and classroom participation are annotated in the grade book and necessary feedback is provides to the students. The teacher moves on to the next section in the textbook, which is covered using the same steps. (See Figure 1 on slide 11)

When designing a lesson plan using the backward planning design, the teacher usually selects a standard or topic in the textbook that relates to the Common Core State Standards. Before determining what the students will do in the classroom, the teacher determines what the outcome / learning objective is. An assessment of how to measure the students’ knowledge and comprehension of the topic is developed (OUTPUT). The teacher then determines what sections to read, what activities to complete, what questions should be assigned, etc to assist the student in reaching the outcome (INPUT). After the lesson, the assessment is administered and the teacher provides feedback to the students. Depending on the results of the assessment determines if that topic needs to be discussed further or if the teacher moves on. (See Figure 1 on slide 11)

¹¹ ¹¹ (Newman, 2013, p. 240) Select standard/topic to cover Select standard/topic to cover & learning outcome Select standard/topic to cover & learning outcome Develop engaging learning activities (INPUT) Develop assessment to measure student comprehension of learning outcome (OUTPUT) TEACH Give Feedback Determine results of assessment and provide feedback Assess student comprehension using textbook or other resource TEACH Select another standard/topic to cover Assess student comprehension using method developed in step 2 Assess student comprehension using method developed in step 2 Reteach this topic or select another standard/topic to cover BACKWARD PLANNING DESIGNTRADITIONAL MODEL Figure 1. Traditional Model versus Backward Planning Design. This figure compares and contrasts the two methods of lesson planning.

The topic selected relates to the Common Core State Standard (CCSS.Math.Content.HSS-CP.B.9 ): Use permutations and combinations to compute probabilities of compound events and solve problems. ¹² Then ask yourself what will students understand, know, and be able to do after the lesson is complete? What essential questions can be asked that students can reflect on throughout the lesson? ¹² (Common Core State Standards Initiative, 2012) Figure 2.1: Lesson plan on CCSS Math Content HSS-CP.B.9. This figure illustrates Stage 1 of a lesson plan using the backward planning design.

How will the students be assessed? Quizzes and tests are an easy way to assess students’ learning but not always the best way. What performance tasks could a student complete to show they understand the material besides taking a test? Figure 2.2: Lesson plan on CCSS Math Content HSS-CP.B.9. This figure illustrates Stage 2 of a lesson plan using the backward planning design.

What learning activities can be used to assist in the students’ learning? The textbook may have activity examples to use. Also consider what the students already know and what they will need to know in the future, how to get their attention and desire to explore the topic, a self- assessment where they can rethink the idea, evaluate the results, personalize learning to the students’ needs, and keep the activity organized to maximize engagement. ¹³ Figure 2.3: Lesson plan on CCSS Math Content HSS-CP.B.9. This figure illustrates Stage 3 of a lesson plan using the backward planning design. ¹³ (Newman, 2013, p. 253)

Figure 2.4: Lesson plan on CCSS Math Content HSS-CP.B.9. This figure illustrates a lesson plan designed using the backward planning design.

Common Core State Standards Initiative. ( Goldenberg, C. (2014). Unlocking the Research on English Learners. Education Digest, 79(6), Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Ozogul, G., Olina, Z., & Sullivan, H. (2008). Teacher, self and peer evaluation of lesson plans written by preservice teachers. Educational Technology Research & Development, 56(2), doi: /s