1. Planning Effective 1

2. 2 The elements of an effective lesson design is a rich learning experience for to begin with understanding where they need to go and what they need to learn. Learning objectives should be specific enough to be measurable. (Newman, 2013) Research suggest that the seven most important steps to an effective lesson design are: 1.Anticipatory Set- A short activity to dispatch of prompt that focuses the students attention and ties previous lessons to today’s lesson. 2.Purpose- An explanation of the importance of this lesson and a statement concerning what students will be 3.Input- the vocabulary, skills and concepts to be learn. 4.Modeling- The teacher demonstrates what is to be learn. 5.Guided Practice- The teacher leads the students through the steps necessary to perform the skill using multiple modalities. 6.Check for Understanding- The teacher uses a variety of questioning strategies to determine of the students are understanding. 7.Independent Practice- The teacher releases students to practice on their own.

3. 3 What do I want students to know How will I check for understanding What teaching and learning activities will I use Planning Effective Diagram A: Backward Design

4. 4 In teaching you should begin with the final destination in mind and determine your final route. If you plan backwards, beginning with the end in mind (learning objective), and design assessments and activities that will ensure you make it to your destination. (Newman, 2013) The backward design planning or mapping is a three process that begins with the end in mind. The three are: What the teacher wants the student to learn. Developing a plan to assess when the outcome has been met. Planning and learning the activities in which students will engage. Understanding by Design emphasizes the use of learning outcomes as the driver in designing curriculum units, performance assessments and student learning experience. Research has shown that Understanding by Design is by far the most effective planning method overall. Understanding by Design begins with the defining what the teacher wants the student to learn. Planning Effective

5. Effective planning begins with writing good learning objectives. The learning objective are design to challenge the students to a higher level of learning objectives, questions and assessments. Clarity, completeness, and specificity are needed to drive the rest of the lesson plan design. Utilizing state adopted Common Core Standards as well as Blooms Taxonomy are well known framework of learning objective. Through Blooms Taxonomy students move amongst six learning objectives: Knowledge, comprehension, application, analysis, evaluation, and synthesis. (Newman, 2013) Planning Effective 5

6. 6 The pressure to preform will on these high stake test has increased over the years. The pressure has practices and raised the stress levels on teachers. Learning does not mean that students are engage in activities that appear fun or meaningful to due will on the test. (Newman, 2013) Oftentimes, teachers fall into developing plans to cover the material in the books. The goal is to cover the pages in the text rather than a key objective or the assessing their learning. Activity planning is not developing a lesson. There is a big difference between learning activities and learning outcomes. The learning outcome should be the driving force of the activity. A teacher must be precise in knowing what a student has to learn in order to plan effectively. A common pitfall in planning forward is the teacher is only moving from one activity to the next which prepares the student for testing. According to text, learning should considered comprehensive, holistic, transformative and a wide ranging process that integrates learning, goal setting, student experience and assessment considered independent of each other. (Newman, 2013 ) Planning Effective

7. 7 Give feedback. Reteach subject and move on to new topic. Determine results give feedback to class and students. New topic to cover Problem: Instructional goals should be clear and concise as oppose to covering textbook to end of the unit testing Outputs: are desired learning goals that student should achieve. Teachers identify a standard or an outcome to cover then develop the an assessment for students to master an outcome Inputs: Textbooks, workbooks, activities teachers manual. Problem: Teachers focus on information rather than learning goals. Teach: Text book pacing guides are normally the driving force in how curriculum is covered. Develop a learning strategy experience and activities for students to engage in Teach: Assess results using assessment developed Assessments: At the end of an unit students are given an assessment. Planning Effective Traditional Mode l Backwards Model Newman, 2013

8. 8 Standards are important because they allow us to compare one thing to another and to feel secure with our expectations. Standards also gives us confidence in safety, security, value and quality of things. If goals are clearly outline and well presented students will understand their teacher are trying to help them meet external define standards and parents will know what is expected of their child academically. (Newman, 2013) According to chapter reading, combining goals and standards into your teaching practices is essential to effective teaching. Critical thinking, problem solving, and decision making transform students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using problems, appropriate digital tools and resources. Effective Planning

9. 9 Planning Effective a.I dentify and define authentic problems and significant questions for investigation. b.Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/ or make informed decisions d.Use multiple processes and diverse perspectives to explore alternative solutions.

10. Research has shown that the most important component in effective teaching and learning is to gather information from all different sources. Below is an example of the varies resources required to achieve mastery of the listed Common Core Standards in Georgia. Scenario: A Title I elementary school in a socioenomic neighborhood. The classroom has eighteen children. Most children attended Pre-Kindergarten through the Literacy partnership between the elementary school and local childcare program. Early in the school year and the English Language Arts and Reading lesson plans reads as follows: Planning Effective ELACCKRL1: With prompting and support, ask and answer questions about key details in a text. 10 According to text, the first in designing a rich learning experience for students is to begin with understanding where they need to go and what they need to learn, and then work backward in planning applicable activities. Thinking and reflecting on the goals to set for students is important. (Newman, 2013)

11. 11 Teacher will explain the parts of a book. The Title, the author, and the illustrator. Children will make predictions according to illustrations and story title. Teacher will read the books title Teacher will read entire book. Determine Acceptable Evidence Students will master textual contextual information: What is a title, who is an illustrator. Students will gain additional vocabulary words: predication, ordinal positions, first and second, Before and after. Identify the End Result s Students will draw pictures of text. Students will draw and identify characters of story. Students will use vocabulary and draw stories in detail. Students will use story maps for clarity of details. ELACCKRL1: With prompting and support, ask and answer questions about key details in a text. Students will identify the beginning, middle, and end of the story. Students will answer questions about the key details in a text. Plan learning and experience and instruction Planning Effective Backward Model Planning

12. 12 Planning Effective References Newman, R (20130Teaching and Learning in 21 st Century: Connecting the Dots International Society for Technology in education. ISTE Standards Teachers. Retrieved from http/:www.iste.org/docs/pdfs/2014_ISTE_Standards-T_PDF.pdf Retrieved from www.csun.edu./plans/lesson/desgn.comwww.csun.edu./plans/lesson/desgn.com Retrieved from /www.crit.umich.edu.gsls/p2_5