1. Copyright © 2013 Pearson Education, Inc. All rights reserved. Burden/Byrd Methods for Effective Teaching: Meeting the Needs of All Students, 6/e USING A SYSTEMATIC APPROACH WHEN DESIGNING LESSONS Fatih Ari & Raymond Flores

2. Session Agenda: Backwards Mapping (5 minutes) Tips for designing learning objectives, assessments, and activities (15 minutes) Group Activity (30 minutes) Group Presentations (25 minutes) Session Overview

3. Planning What is Planning? Planning instruction: Decisions made about the organization, implementation, and evaluation of instruction The goal of planning is to ensure student learning

4. Components of Instruction 1) Learning Objectives: Goals 2) Instructional Activities: Teaching and Learning activities 3) Assessments: Measurements used to assess whether goals were met Essential question: How can I systematically design instruction?

5. Backward Mapping Learning Objectives Teaching & Learning Activities Assessment (Outcomes) First, identify desired results (essential goals, essential questions, essential content) Next, back up to identify assessment evidence for use during and after instruction. Finally, you back up further to identify the learning plan (the major learning activities and lessons) Helps ensure that all 3 components are closely aligned.

6. Backward Mapping cont’d Students will be confused on exams covering topics that you did not discuss. Students will not learn or practice the skills that they will be evaluated on. What happens if components are not aligned? Learning Objectives Teaching & Learning Activities Assessment (Outcomes)

7. Tips for Designing the 3 Components

8. Learning Objectives What do I want my students to know or be able to do after this lesson?

9. Learning Objectives Objectives are clear statements which describe what students will be able to (SWBAT) do as a result of instruction. Example: “After this session, participants will be able to apply the backward-mapping approach for designing instruction” Workshop Related: Students will be able to differentiate the key sub- dimensions within the overall cyber-security subject area.

10. Qualities of an Effective Objective S – states exactly what the learner will be able to do M - can be observed and measured by the end of the lesson A – Attainable for the participants within scheduled time and specified conditions R – Relevant to the needs of the learner T – achievable by the end of the lesson or unit

11. Writing Learning Objectives To create Specific, Measurable, Attainable, Relevant, and Time- framed objectives: Add an observable action verb that describes what the participant should be able to do (see handout for examples of action verbs). Example: “After this session, participants will be able to apply the backward- mapping approach for designing instruction” SWBAT differentiate the key sub-dimensions within the overall cyber- security subject area. Avoid difficult to define verbs that are open to a variety of interpretations (e.g., understand, learn, grasp); instead use terms that describe observable behaviors directly.

12. Levels of the Cognitive Domain Higher-level objectives Level 6Creating Level 5Evaluating Level 4Analyzing Level 3Applying Level 2Understanding Level 1Remembering Lower-level objectives

13. How can you make this objective higher order? SWBAT name the implications of the WikiLeaks case

14. Assessments What kinds of tasks will reveal whether my students achieved the learning objectives?

15. Two major categories: Formative Summative “When the cook tastes the soup, that’s formative assessment; When the customer tastes the soup, that’s summative assessment.” Paul Black Assessments

16. On-going assessments, reviews, and observations To monitor how well the instructional goals and objectives are being met. To catch deficiencies so that the proper learning interventions can take place Examples: In class discussions, homework Quizzes, essays, etc. Diagnostic tests Formative Assessments

17. Summative Assessments To evaluate the effectiveness of an instructional intervention at the end of the intervention. To make judgment of student competency/learning To determine whether students mastered the specific competencies Examples: Final/midterm exams Final projects Final paper

18. Learning Activities What kinds of activities will reinforce the learning objectives and help my students prepare for assessments?

19. Learning Activities Select instructional activities that will enable students to learn the material and reach the student learning outcomes. Use more interactive (student-student, student-instructor), student-centered learning activities Design learning activities where students can practice 21 st century skills (e.g., creativity and innovation, critical thinking and problem solving, communication and collaboration, etc.) Give students choices on activities

20. Group Activity Based on the topics related to this workshop, your group task will be to: Design two objectives higher order, and come up with at least one assessment that can be used to determine whether students have me the objective Come up with at least one activity that can be used to help students prepare for the assessment You will have 30 minutes!!

21. Group Presentations

22. Group Discussion What tips or ideas did you get out of this session which you plan to take back to your schools and apply?