Designing Effective Instruction

Cynthia Turi Instructor Newman EDU 650 Week 4 Assignment

EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN

Elements of Effective Lesson Design

Effective lesson planning starts with RESEARCH
Seek out colleagues to discuss ideas and ask questions Connect with other teachers via the Internet on forums, blogs, and social networking sites

The more research you do, the more information you have, and the more effective your lessons will be.

Elements of Effective Lesson Design

Effective lessons have clear learning objectives

Learning objectives should be:

Clear Complete Specific Measurable Consist of knowledge and skills

Construct learning objectives using the Common Core State Standards and Blooms Taxonomy framework

Example of a Good Learning Objective

Students will be able to solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CCSS Math Content 1.OA.2

What makes this a good objective?

The objective clearly states what action the student will be able to do (solve word problems) and can be easily measured by learning activities or assessments

Lesson Planning Pitfalls

Dont place more emphasis on what activities your students will be doing than on what skills or knowledge you want them to learn
Let the learning outcome determine what activities are taking place in your classroom

Dont plan activities that engage students in mindless work

Accidental learning occurs when students are busy being engaged in an activity but dont get a deep understanding of the material

Dont focus on covering all the material in a text book or required material
Think quality over quantity

How do you Avoid Lesson Planning Pitfalls?

By designing a lesson plan that has clear and concise learning objectives, meaningful assessments that directly measure your learning objective, and learning activities that engage students in activities that encourage learning skills associated with the learning objective and encompasses 21st century skills. (Newman, 2013)

Backwards Learning Design (UbD)

In the Backwards Design, teachers begin their lesson plans by identifying the goal or objective that they want their students to achieve. From there, teachers identify what assessments they will use to measure the goal or objective. Finally, teachers plan learning activities for students to engage in and then teach with the assessment in mind

Teachers who teach using UbD feel more prepared for planning and curriculum (Graff, 2011)

Common Core State Standards Initiative

Using the Common Core State Standards Initiative ensures that lesson objectives are clear and measurable and students are participating in learning activities that meet state testing standards

TRADITIONAL MODEL VS. BACKWARDS DESIGN

Traditional Planning Process

What do I want to or am required to teach?

Review testing results and provide comments

What activities would be fun, interesting, engaging?

How do I test that students understand the material?

Teach students

Backwards Design Method

What enduring understandings of a standard to I want my students to possess

What evidence would allow me to know that students have gained that understanding?

What skills/knowledge do students need to produce that evidence?

Teach and provide activities to develop that knowledge

Determine success of learning through assessment and give feedback

If students are successful, proceed to new standard. If not, revisit current objective

BACKWARDS DESIGN ACTIVITY

Stage One: Determine Goal

Goal: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (CCSS Math Content 1.OA.2)

Students Understand:
Properties of addition Different strategies for finding the sum of a number

Essential Questions:
How do using objects or drawings help to solve word problems? How can we use estimation skills to help solve mathematical equations?

Students will Know:

How to use addition and subtraction to solve word problems involving two whole numbers Properties of operations

Students will be able to:

Connect word problems to their lives Count on to add three whole numbers Make tens out of three whole numbers Use doubles to add same numbers

Stage Two: Assessment Evidence

Performance Tasks
Create word problems with three addends and supply supporting drawings Students will communicate and justify their thinking after using strategies to solve word problems

Other Evidence Homework problems Quizzes after lessons Chapter test

Stage Three: Learning Activities

Learning Activities: Solve the problem: The total of 3 numbers is 10. What might the numbers be? Have students solve 5+2+5. Have volunteers show their work on the board. Repeat with similar problem and have students share their solution with a partner before sharing with the class. Journal activity: Susan flips over 3 dot cards totaling 20. One card is an 8, what are the other 2 cards? Show as many solutions as you can. Solve the cookie problem using a counter method, line counting method, and grouping approach. Which did you find easiest? Why?

Resources
Newman, R (2013). Teaching and Learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education Inc. Graff, N. (2011). An effective and agonizing way to learn: Backwards design and new teachers preparation for planning curriculum. Teacher Education Quarterly, 38(3), 151-168. Retrieved from EBSCOhost database