EFFECTIVE LESSON PLANS Shawn Hale EDU650 Week 4 Dr. Jackie W. Kyger, Ed.D. Insert your picture Here!

PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN Important Elements of Effective Lesson Design Looking at the use of appropriate technology within the lesson What kind of strategies you are going to be used in your instructions What do you have within the lesson that will get your students Attention Assesse the students learning and evaluate the effectiveness of the lesson You must also practice lesson planning

Learning Objectives are Critical to Planning Effective Instruction The first thing would be what is the goal of the lesson The second would be what do I want my students to learn The third what do I think they should understand and be able to do with what they’ve learned at the end of the lesson What are some of the key things I would like them to be able to bring with them from this lesson

Example of Good Learning Objective Aligned with Common Core Standards: A good learning objective to me would be what my students will be able to know, do or even feel at the end of the lesson. “A learning objective is the specific knowledge that a learner has to acquire about a concept or skill and the tasks to be performed “ (Alonso, Lopez, Manrique, & Vines, 2008). Why this is an Example of a “Good” Learning Objective: As the image shows it gives the opportunity for the student to learn in different ways but ultimately get to the same goal. Allow the students through evaluation to determine what they know and how they have learned it.

Common Pitfalls in Planning Effective Lessons: Focusing on the overall content rather than the key skills a student needs to know. in our book what is called twin Sins is “Teachers focus their energies on developing activities that our hands on without being minds on. Students may be fully engaged and enjoy these activities, but learning occurs only accidentally “ (Newman, 2013, CH 9.2, para 3). How to Avoid those Common Pitfalls: Thinking of a lesson as using a GPS. You start were destination from your current location and you receive multiple routes on obtaining that destination. Like the slide before the image shows where the students starts in the multiple ways possible to get to the good problem. Making sure that a final objective what you want that stews to learn is what you are thinking of when developing the lesson plan and the objectives that go with it.

What Does Backwards Design Mean? Backwards design means understanding what the outcome is expected to be an them the process of getting their. “Backwards planning calls for educators to begin with a nominal list of essential questions all students must answer by the end of the unit with this clear and in mind, teachers then designed the assessments of those understandings, followed by a careful crafted lessons to achieve this set of Objectives” (Jones, Vermette, & Jones, 2009).

How the Common Core State Standards Play a Role in Designing Effective Instruction: The first thing we know about common core state standards in is that it is a set of standards that the states provide that instruct how students are to be taught and exactly what they are expected to learn throughout the Lesson. “The standards were drafted by experts and teachers from across the country and are designed to ensure students are prepared for today’s entry level careers” (Common Core State Standards, 2012).

PART 2: BACKWARDS DESIGN V. TRADITIONAL MODEL Backwards Design PlanningTraditional Model Planning Start with common learning standards Start with the common standards Begin by stating what the outcome is going to be Lessons begin by figuring out the activities and the assignments Develop assessmentsPrimary focus on input from the teacher Develop assignmentsCreate you’re outline on the subject Focus on the goals in the lesson to achieve the final outcome Start teaching on the subject Produced feedback on the classes outcome Begin your assessments from the assignments

PART 3: BACKWARDS DESIGN ACTIVITY Subject: Math Topic: Greater or lesser than Grade Level: 1 st grade

Stage One: Goals to be Established Students will be able to… Being able to understand the difference between Greater than and less than Being able to see two numbers and identifying which is greater than in which his lesser than

Stage Two: Assessment Evidence Students will be able to complete the worksheet with confidence of what is expected of them and what is expected to be learned Students will be expected to approach the chalkboard and define which numbers are greater than any lesser than when prompted to.

Stage Three: The Learning Activities As a group the teacher will provide numbers on the chalkboard and discuss with the entire group which number is greater in which members lesser. Students will be put in groups of two to practice the skills with each other. Students will be able to decipher when asked by the teacher what number is greater than and what number is lesser than.

This is an example of an assessment test the determining how well the student understands greater than and less than problems. Example Greater than 5 > 3 Example Lesser than 5 < 9

References Alonso, F., Lopez, G., Manrique, D., & Vines, J. M. (2008). Learning objects, learning objectives and learning design. Innovations In Education & Teaching International, 45(4), doi: / Common Core State Standards. (2012). Retrieved from Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). AN INTEGRATION OF "BACKWARDS PLANNING" UNIT DESIGN WITH THE "TWO-STEP" LESSON PLANNING FRAMEWORK.Education, 130(2), Newman, R. (2013). Teaching and learning in the 21 st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.