What are the most elements of effective lesson design?
An effective lesson design has several important elements such as: good learning objectives, anticipatory set, purpose, input, modeling, guided practice, checking for understanding, independent practice, and closure. Why are good learning objectives critical to planning effective instruction? A good learning objective is critical to planning of effective instruction because it helps students know what is expected of them. Finally, teachers can focus on individual topics rather than just teaching the entire book. Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective? An example of a good learning objective aligned with the Common Core State Standards would be the Spanish accent mark throughout the foundational skills strands of Print concepts, Phonological awareness, Phonics, and Word Recognition. This is a good learning objective because it is not only tells exactly what is expected of the students, but it states that they are going to be learning the relationship between the Spanish accent mark and Phonics, Word recognition, and among others. What are some pitfalls in planning effective lessons? How can we avoid these pitfalls? There are several pitfalls in planning effective lessons. First, poorly written objectives in which does not specify what students are going to be doing that can be observed. Second, the assessment does not match with the objective. Finally, the instruction does not engage students learning. What does backwards design mean?
“Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment.” How does the Common Core Standards initiative play a role in designing effective instruction? In order for the teacher to have a starting point, a teacher identifies the desired results and outcomes by analyzing the standards that need to be covered and developing learning outcomes based on standards. References
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. http://www.adprima.com/mistakes.htm
Unit: Colors in Spanish
Grade Level: 9th Grade
Taught: Spanish # 1
Stage 1: What will students know and be able to do at the end of this lesson? DO: Students are going to be able to identify the main colors. They are going to point to three objects in the classroom and to say the color in Spanish. KNOW: They need to know how to ask “What color is this/that?” ¿Qué color es éste/ese? In Spanish.
Stage 2: How will you know that students can do that?
I will point to any several objects in the classroom and one by one they are going to tell me the answer.
Stage 3: What instructional activities will be used?
Opening/Activity 1: I will play a Spanish color songs video and they are going to sing it. Activity 2: I will grab several color pencils and I am going to repeat three times each color. Then, I am going to ask my students to repeat after me. Closing/Activity 5: I am going to assign a classroom activity to my students. They are going to write each color in a piece of paper. As a result, they are going to learn how to spell each color properly.
Materials needed for this lesson
Computer with internet connection