# Effective Lesson Planning And Design

By:

Monica McBride

Instructor: Dale Kimball

02/17/2015

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The most important elements of effective

lesson design is that:

Teachers have to make sure they set clear

objectives in which students are able to understand

Teachers need to make there objectives align with

common core standards

Students assignments and student activities

Good learning objectives critical to

planning effective instruction:

Objectives showing what students have mastered

learned and comprehended will result in effective

lesson plan

Teachers need to make sure their objectives are

clear and understandable

The objective are used in order that the class and

the courses are aligned

Example of good learning objectives aligned with the

common core state standards. What makes this a

good learning objective:

Sample Learning objective:

“State theorem” implies memorization and recalling what

you have memorized

“Prove theorem” this is when you apply knowledge

“Apply theorem” solving a problem by applying knowledge

This objective is good because it is concise and accessible

Common Pitfalls in planning effective

lessons/Ways to avoid these pitfalls:

Think about the end result of the learning concept

for objectives

When you began a lesson plan, determine what you

want students to learn at the end in the beginning

Do not focus on getting a chapter assignment done

in a specific amount of time

Focus on coverage instead of objectives and

concrete goals

What does backward designed mean?

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

clear understanding of you destination. It means to

know where you're going so that you better

understand where you are now so that the steps

you take are always in the right direction.

How does the CCSS Initiative play a role in

designing effective instruction:

While the Common Core State Standards

significantly reduced the number of standards that

must be covered, there are still choices to be made.

These include deciding which topic to start

teaching, which outcomes to start with, how to

scaffold skills and knowledge appropriately, and

which standards to break into smaller units, which

to teach continuously, and which to teach as a

whole (Wiggins & McTighe, 2012).

Part 2 /Compare and Contrast the Backward design model with the traditional model of lesson planning:

Backward Design Model

Traditional Model

The learning outcomes

are determined in the

beginning

The desired goal is

develop before

assignment

Assessments are made

before assignments

Chooses activities and

assignments in the

beginning

Inputs goals of the

assignments.

Assessments are made

after the assignments

Part 3

In the Backward Design Activity:

-The steps of the backwards design activity is

desired results are identified.

Assessment evidence:

-hands on activities

Part 3 /Demonstrate the process of planning a

brief lesson through backward design approach:

Desired Results

1. Understand X

Established Goal – The

student will understand X

2. Obtain a working knowledge of

X

3. Gain the appreciation of x

Students will be able to

gain appreciation of X.

Essential Questions: What

is the working knowledge

of X?

Assessments and Evidence:

Students will state a

theorem

Other Evidence

To understand x

Students will provide a

To obtain

thesis statement to

solve a textbook

knowledge of x

problem

To gain an

Ask each student what

appreciation of x

theorem they would use

in a given situation

Learning Activities

Students will work on

practice worksheets

Students will score their

classmates practice

worksheets

Students will play a game to help them understand

and appreciate better.

Reference:

Wiggins, Grant...

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