MOST IMPORTANT ELEMENTS OF EFFECTIVE LESSON DESIGN Research (Gather knowledge from a variety of sources) Writing good learning objectives Allows student to practice developing skills Clear learning objectives Clarity, completeness, and specificity (Objectives are clear, complete, and specific)

WHY GOOD LEARNING OBJECTIVES ARE CRITICAL TO PLANNING EFFECTIVE INSTRUCTION Good learning objectives are critical to planning effective instruction because it ensures that students will be successful in their learning. The learning objectives are clear and specific to a set of skills that students need to master. They are learning life-long lessons and mastering 21st century skills. There is a clear and concise purpose to their learning. This also ensures that their learning is aligned with the Common Core Standards.

AN EXAMPLE OF A GOOD LEARNING OBJECTIVE An example of a good learning objective for a preschool classroom in mathematics Learning objective is to be able to sort and classify objects based on size, shape, and color According to Geiser (2009) “Sorting and classifying objects helps children begin to notice how items are alike and different, and creates an awareness that is vital for math learning” (para 1). This is a good learning objective because children are beginning to observe and become aware of the things around them. They are learning how to compare and contrast objects around them and view how they are alike and different. These math skills are aligned with the Common Core Standards because it prepares students in critical thinking, problem solving, and observation.

COMMOM PITFALLS IN PLANNING EFFECTIVE LESSONS Accidental Learning “Rather than focusing on solid planning, teachers focus their energies on developing activities that are "hands-on without being minds-on“ (Newman, 2013, p. 9.2) Breadth of Coverage “That is, teachers' efforts often focus on covering the entire textbook or all of the required material in a chapter or course without a clear purpose” (Newman, 2013, p. 9.2) In order to avoid these pitfalls, teachers need to think about what they want their students to learn. Learning needs to include goal setting, collaboration, independent thinking, problem solving, using technology, and mastering 21st century skills.

WHAT DOES BACKWARD DESIGN MEAN Backward design means that you start with the end goal (learning objective) and design lessons and activities based on that goal. Newman (2013) states, “A key emphasis of UbD is backward design planning or backward mapping. Simply put, this type of planning is a three-stage process that begins with the end in mind (see Figure 9.1). It begins with defining what teachers want students to learn. Once the end (the learning outcome) has been identified, the next stage focuses on developing a plan to assess when the outcome has been met. The final stage relates to planning the learning activities in which students will engage” (p. 9.3). The final destination is already in place, now you just need to figure out how you are going to get there.

COMMON CORE STANDARDS INITIATIVE 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.

BACKWARD DESIGN VERSUS TRADITIONAL MODEL Backward Design Traditional Model Step 1 Select standards to cover learning outcomes Step 1 Select standards or topic to cover Step 2 Outputs (develop an assessment to determine student success for outcome) Step 2 Inputs (develop learning experiences and activities for student’s to engage in) Step 3 Develop learning experiences and activities for student’s to engage in Step 1 Select standards Step 3 Teach Step 4 Teach Step 4 Textbook assessments Step 5 Asses results using assessments developed in step 2 Step 5 Determine results and give feedback to student’s Step 6 Give feedback Step 7 Reteach topic or start new topic Step 6 Chose new topic to cover

The backward design defines what you want students to learn and develops a plan to make that happen. In the era of technology, there needs to be a change in the way students are taught. According to Davidovitch (2013), “Despite the enormous change in the status and accessibility of knowledge, particularly among students of higher education who frequently use technology for learning teaching methods have remained static and still focus on the transfer of knowledge (p. 330). Learning should be ever-changing with a wide range of technology. Students need to take part in their learning, problem solve, collaborate, and use critical thinking skills. The backward design approach can help change the way our children are taught.

Stage 1- Desired Results BACKWARD DESIGN APPROACH STAGE 1 Stage 1- Desired Results Established Goals: Understand numbers 1-10 and understand language in simple mathematical ideas Understandings Numbers 1-10 Counting up to 10 Name shapes Compare and contrast objects Sort by color, shapes, sizes Essential questions What number is this? How many do I have? What is this shape? Are these the same or different? What color is this? Students will know Recognize numbers 1-10 Count objects up to 10 Shapes and sizes Colors Sorting and categorizing Comparing and contrasting Students will be able to Write and recognize numbers 1-10 Count up to 10 Explain sizes Name colors Sort and categorize based on different features PRESCHOOL

Stage 2-Assessment Evidence Performance Tasks Observations Direct observations with record keeping Daily interactions to check on progress Ask questions to check on learning Other Evidence Worksheets Portfolios (keeping samples of child’s work and look at progression) Computer based math programs with assessments

STAGE 3 Stage 3-Learning Plan Learning Activities: Daily counting and writing of numbers 1-10 Having conversations daily about colors Sorting games based on sizes, colors, similarities and or differences Counting of objects Comparing objects Computerized games Board games Worksheets Blocks Legos Tallies of girls, boys, ages, etc. Art projects with shapes and different designs

It is important to have an effective lesson design, so that we can ensure our students are learning the necessary skills for the future. Having good learning objectives that are clear and concise are critical to planning effective instruction. Teachers can hit common pitfalls such as accidental learning, and breadth of coverage if they do not plan effective lessons. Using the backward design approach allows teacher to gear their plan around the learning objective. Teachers can follow the Common Core Standards and make sure that they are teaching effective lessons. According to Davidovitch (2013), “Expanding use of the backward design approach to all academic disciplines shall enable students to personally benefit from an array of courses rather than only STEM courses. If course design will remain content-centered, many disciplines will probably become irrelevant, as students will continue to leave as they arrived” (p. 336). It is time we made a change and teach student’s the skills they need to be successful.