The most important elements of effective lesson design:

1. Objectives 1. Standards

1. Procedures
1. Assessment opportunities 1. Modifications/Accomodations

#1-Objectives: Ensure a clear, manageable and measurable learning objective is the focus of a lesson plan.

#2-Standards: State the content & developmental standards Utilize the CCCS: Common Core State Standards

#3-Procedures: Experiences and activities that students will be engaged in. Comprise real world experiences to guide their ability to connect learning to their lives.

W..WHERE is the unit going? WHERE are the students coming from? H..How will we HOOK the students? E..How will we EQUIP the students to EXPLORE the subject in depth to perform successfully on the final assignment? R.Provide an opportunity for students to RETHINK and REVISE the big idea. E.EVALUATE results and develop action plans through self-assessments of results. T.TAILORED (personalized) to the students interests and ideas. O.ORGANIZED to ensure maximum engagement

(Newman, 2013)

#4-Assessments: Process to determine in measurable terms, the knowledge, skills, attitudes, and beliefs of the learner.
(Poehner, 2007)

#5- Modification/Accommodations: Be sure to keep in mind any special accommodations to experiences for children with special needs

Take the time preparing all areas of your lesson plan to ensure an effective one! Research current resources including: Coursework & library Internet Co-workers and peers

Professional workshops,
educational Blogs

One of the central elements of an effective teaching practice is the connection among planning, instruction, assessment, student experiences, and learning. Each of these factors plays a key role in how teachers can positively impact students. (Newman, 2013)

Good learning objectives are critical to

planning effective instruction!
Without clearly stating where you plan to take the students learning, one cannot possibly have an effective plan. A good learning objective articulates the prime focal point or goal. A student cannot start a journey with confidence, if they do not know where they are headed.

Learning objective example:

Child will use measurement words and some standard measurement tools accurately.

Common Core State Standards used:

CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.

The stated objective is well written as it:

Describes a specific learning outcome

Manageable in scope
Student-oriented

Measurable
Most important thing a student needs to learn (Newman, 2013)

Common pitfalls in planning effective lessons & how to avoid them:

First-> Avoid focusing on the actual experiences or activities that you intend to incorporate as your initial focus. The objective or outcome should be the initial focus. Teachers often spend valuable time on searching out engaging lessons that are not necessarily supporting the ultimate intended outcome.

Second-> Avoid stressing on the amount of material or coursework to be covered. The key skills you hope to address within the material, text book etc. should be the strategic concentration. As Seth Goodin states, we need to get kids to connect the dots rather than constantly focus on how many dots they can connect.

learning should be considered a comprehensive, holistic, transformative, and wide-ranging process that integrates academic learning, goal setting, student experiences and assessment, processes that are often considered independent of each other (Newman, 2013)

The Backwards Design Approach

Backward Design is a three stage process every teacher in the 21st Century needs to familiarize themselves with!

Stage 1:
Identify the learning outcomes or results. Review the standards that need to be covered, then clearly state the intention of the plan. The objective is the key focus of the plan. It will; Describe the learning outcome Be manageable Be measurable Be student Oriented rather than teacher oriented Be the prime focus of the students learning

Stage 2:
Determine acceptable evidence that the outcome has been met. Teachers will use performance assessment tasks to assess students true progress. Teachers may use tests, quizzes, anecdotal notes, journals, portfolios, observations etc. to determine student success.

Stage 3:
Plan learning experiences and instruction. After identifying the learning outcome and the assessment that will measure student success, the teacher can then plan the learning activities which students will engage. Traditionally, these activities are the initial focus, however they are the final step in the Backward Design Approach.

The Backward Design approach to lesson planning is the smarter way to plan. It guides the lesson starting from focusing on the desired outcome. As the role of the teacher continues to grow in complexity and importance, the backwards design planning process offers a structured way for teachers to keep their eye on the prize: developing a cohesive plan for student learning. (Newman, Fielstein, Phelps 2013)

Backwards Design
Select a standard to cover & learning outcome

Develop an assessment to determine student success for an outcome Develop learning experiences and activities for students to engage in.

TEACH Assess results using assessment developed in Stage 2.

Give feedback

Reteach topic or choose new topic

Traditional Planning
Select standard or a topic to cover

Develop learning experiences for students to engage in.

TEACH

Give an assessment

Determine results & give feedback

Choose a new topic to cover

Traditional Planning

Backwards Design

Weight of the learning involved

Sample Lesson Plan using Backwards Design Approach in a Kindergarten Classroom

Stage 1- Desired Results

Establish Goals: CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ------------------------------------------------------------------------------------------------------Understandings: Students will use measurement words Students will use standard measurement tools accurately Students will compare and measure Students will use an expanding expressive vocabulary Essential Questions: How well does child use tools to measure and mix ingredients? How well does child follow simple two step directions? Is the child able to identify numbers 1-5? How does the child describe the changes observed during the process?

Stage 2- Assessment Evidence

Anecdotal notes and observations will document student progress. Parent Activity Letter to be sent home explaining activity- parent will be involved in their childs learning and report progress.

Stage 3- Learning Plan

Activities provided:
Small Group: Cornstarch Creations: Materials- salt, cornstarch, water, food color, measuring cups, large mixing bowls, large spoons Interest Areas: Add measuring cups, spoons, bowls etc. to Dramatic Play and Water table for independent learning during Activity time Create KWL Chart Parent Activity Letter- Recipe for Cornstarch creations to prepare with child at home

Effective lesson= Student Success

References

Graff, N. (2011). An Effective and Agonizing Way to Learn: Backwards Design. Teacher Education Quarterly
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment the transcendence of mediated learning. The Modern Language Journal, 91, 323340. and

TEDxYouth (2012, October 17) Stop Stealing Dreams: Seth Godin [Video file]. Retrieved from http://tedxtalks.ted.com/video/ STOPSTEALING-DREAMS-Seth-Godin Newman, R., Fielstein, L., Phelps, P. (2013) Teaching and Learning in the 21st Century. (chapter 7, chapter 9)