Effective Lesson Planning And Design

Topics: Knowledge, Lesson plan, Learning Pages: 13 (595 words) Published: March 23, 2015
Effective Lesson Planning and Design

By:
Monica McBride
Instructor: Dale Kimball
02/17/2015

s

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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