Effective Lesson Planning and Design

Terry L. Lockhart

EDU 650

Dr. Rich Newman

November 9, 2015

Part one: Effective Lesson Design & Backward Design.

Part two: Compare & contrast Backwards Design & the

Traditional Model.

Part three: Backward Design Activity.

Table of Content

Part one: Effective Lesson Design & Backward Design

1. The most important elements of effective lesson design.

2. Why are good learning objectives critical to planning

effective instruction.

3. Provide an example of a good learning objectives aligned

with the common core state standards.

4. What are some common pitfalls in planning effective

lessons? How can we avoid these pitfalls?

Part one: Effective Lesson Design & Backward Design

5. Common pitfalls in planning effective lessons/ ways to

improve pitfalls.

6. The meaning of backward designs.

7. How does the Common Core State Standards play a role in

designing effective instruction (Newman, 2013).

What are the most important elements of

effective lesson design?

Research

Gather knowledge from different sources.

Ask other teachers questions.

Talk to colleagues or experienced teachers.

Use the power of the internet to connect with other

teachers.

Read up on how to effectively plan lessons (Newman,

2013).

Why are good learning objectives critical to planning

effective instruction?

They can help develop conceptual understanding for

cognition (Newman, 2013).

Example of good learning objectives

Student in Introductory Psychology will apply the four steps of

the scientific method to determine if parapsychology

constitutes a science (Newman, 2013). This is a good example

because it challenge students to use a higher level of

thinking.

Common Pitfalls in Planning Effective

Lessons

1. Rather than focusing on solid planning, teachers focus their

energies on developing activities that hands on without being

mind on.

2. They focus on covering the entire book without a clear

purpose (Newman, 2013).

How can we avoid these common pitfalls?

Think about what they want their students to learn at the end of

the lesson.

What does backwards design mean?

To begin with the end in mind means to start with a clear

understanding of you destination. In the Backwards Design each

lesson begins with a goal that both teachers and students can use

to judge their achievement during the class period (Jones,

Vermette, & Jones, 2009).

How does the Common Core State Standards play a role

in designing effective instructions?

Common Core Standards serve as a guide for schools to ensure that

all students are learning the same as all other students.

Common Core Standards also serve as checking points in which

teachers across the United States have to follow.

Backward Design Model

Begins with the end in mind. Develop an assessment to determine student success for outcome.

Develop learning experiences and activities for students to engage in.

Assess results using assessments developed in step

two. Hands on experience.

Traditional Model

Begins with inputs. Develop learning experiences and activities for students to engage in.

Give an assessment from textbook or other resource. Choose new topic to cover.

The assessment is the last part of lesson plan.

• Assessment did drive the activity.

Part two: Backwards Design / Traditional Model

In section three I will demonstrate the Backwards Design Lesson Plan.

Identify desired

results.

Determine acceptable evidence

Plan learning experiences and

instructions

Part three: Backwards Design Model

Understanding the goals.

• In this lesson, students will be able to identify the events that lead to WWII.

Student objective

• Students will be able to list all parties involved in WW II.

• Discuss the end results.

Essential Question

• What role did the USA play in WW II.

• What other countries were involved and why.

State content Standard: Students will research in depth the key events of

World War II . Student will identify events that lead to World War II.

Identify Desired Results

Performance Task Student debates & group discussion & assessments

Other Evidence

quizzes, journals, DVDs

Teacher will observe students & provide feedback as they work.

Assessment of student work. Assess students through

conversations & questions

Determine acceptable evidence

World War II DVD

Plan learning experiences and instruction

Use smart board to show DVD on WW II. Students may discuss things they know about WWII to prompt discussion.

Vocabulary words associated with WWII will

be discussed after the movie.

Students will do research on WWII using the

computer, encyclopedia, and tablets.

Student will play a question & answer game using power point and

smart board.

Students will listen to Veterans of WW II discuss

aspects of the war. Students will have an

opportunity to ask questions.

References

Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the

Dots. San Diego, CA: Bridgepoint Education, Inc.

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), 357-360.