EFFECTIVE LESSON PLANS
Shawn Hale
EDU650
Week 4
Dr. Jackie W. Kyger, Ed.D.
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PART 1: EFFECTIVE LESSON DESIGN ANDBACKWARDS 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 whatthey’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 themfrom 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 oreven feel at the end of the lesson. “A learning objective is the specific knowledge that alearner 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 differentways but ultimately get to the same goal.
•Allow the students through evaluation to determine what they know and how theyhave learned it .
Common Pitfalls in Planning Effective Lessons:
•Focusing on the overall content rather than the key skills a student needs toknow.
•in our book what is called twin Sins is “Teachers focus their energies ondeveloping activities that our hands on without being minds on. Students may befully 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 currentlocation and you receive multiple routes on obtaining that destination. Like theslide before the image shows where the students starts in the multiple wayspossible to get to the good problem.
•Making sure that a final objective what you want that stews to learn is what youare thinking of when developing the lesson plan and the objectives that go with it.
What Does Backwards Design Mean?
•Backwards design meansunderstanding what the outcomeis expected to be an them theprocess of getting their.
•“Backwards planning calls foreducators to begin with a nominallist of essential questions allstudents must answer by the endof the unit with this clear and inmind, teachers then designed theassessments of thoseunderstandings, followed by acareful crafted lessons to achievethis 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 ofstandards that the states provide that instruct how students are to be taught andexactly what they are expected to learn throughout the Lesson.
•“The standards were drafted by experts and teachers from across the country andare 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 Planning
Traditional Model Planning
Start with common learningstandards
Start with the common standards
Begin by stating what the outcome isgoing to be
Lessons begin by figuring out theactivities and the assignments
Develop assessments
Primary focus on input from theteacher
Develop assignments
Create you’re outline on the subject
Focus on the goals in the lesson toachieve the final outcome
Start teaching on the subject
Produced feedback on the classesoutcome
Begin your assessments from theassignments
PART 3: BACKWARDS DESIGN ACTIVITY
Subject: Math
Topic: Greater or lesser than
Grade Level: 1st 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 hislesser than
Stage Two: Assessment Evidence
•Students will be able to complete the worksheet with confidence of what isexpected of them and what is expected to be learned
Students will be expected to approach the chalkboard and define which numbers aregreater 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 withthe 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 isgreater than and what number is lesser than.
This is an exampleof an assessmenttest thedetermining howwell the studentunderstandsgreater than andless thanproblems.
Example
Greater than
5 > 3
Example
Lesser than
5 < 9
References
Alonso, F., Lopez, G., Manrique, D., & Vines, J. M. (2008). Learning objects, learningobjectives and learning design. Innovations In Education & TeachingInternational, 45(4), 389-400. doi:10.1080/14703290802377265
Common Core State Standards. (2012). Retrieved
Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). AN INTEGRATION OF "BACKWARDSPLANNING" UNIT DESIGN WITH THE "TWO-STEP" LESSON PLANNINGFRAMEWORK.Education, 130(2), 357-360.
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. SanDiego, CA: Bridgepoint Education, Inc.