Stephanie Kibler

EDU 650

September 30, 2013

Elements of Effective Lesson Design

One of the most important elements in effective lesson design is writing good learning objectives.

An effective lesson design is well organized.The designed plan connects to the lives of the

students. The desired outcomes of the lesson should be

clear to everyone involved.Effective lesson design involves careful

integration of goals, objectives and assessments.

Learning Objectives A well written learning objective should

describe a learning outcome (where do you want to the student to go)

The learning objective should determine acceptable evidence of mastery (Am I there?).

The learning objective should help plan learning experiences and teaching.

Sample Learning ObjectiveLearning Objective 4th Grade ELA: Students

demonstrate understanding of a text or texts by working together to identify and ask significant questions to clarify various points of view.

The learning objective above pulls together the needed elements for an effective learning objective. Students are made aware of what they are to do or know after the lesson.

Common PitfallsBusy Work: "hands-on without being minds-on." (Newman, 2013).

Cramming: Teachers focus on covering the entire textbook without a clear purpose (Newman, 2013).

Common MistakesDr. Bob Kizlik gives us five common

mistakes in writing lesson plans. The objective of the lesson does not specify what the student

will actually do that can be observed. The lesson assessment is disconnected from the behavior

indicated in the objective. The materials specified in the lesson are extraneous to the

actual described learning activities The instruction in which the teacher will engage is not

efficient for the level of intended student learning. The student activities described in the lesson plan do not

contribute in a direct and effective way to the lesson objective.www.ydae.purdue.edu/.../FiveCommonMistakesinWriting

LessonPlans.do..

Avoiding the PitfallsTeachers need to design a rich learning environment by:

•Understanding where they need to go,•Understanding what they need to learn, and finally,•Working backwards in planning applicable activities.

What Is the Common Core?“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy" (Common Core State Standards).

Backwards Design

In Backwards Desig

n we start w

ith the end in mind.

Stages of Backwards Design

Common Core and Backwards Design

http://www.youtube.com/watch?v=HAoZkKG2vhM

The Traditional Model/VS Backwards Design

Image courtesy of Matthew Marcello

Backwards Design Activity: Step 1—Desired Results: students will understand that:Reading a wide range of print and non-print

materials from a variety of sources (internet, web quests, I-Pads) builds an understanding of texts, of themselves, and of different cultures.

Different purposes to read include: reading to acquire new information and reading for personal fulfillment. The use of a variety of comprehension strategies greatly enhances understanding of text.

 

Backwards Design Activity: Step 1—Desired Results: Essential QuestionsWhat do good readers do every time they

read?How and why do good readers use prior

knowledge?How and why do good readers ask questions

about the text while reading?How and why do good readers learn ways to

ask themselves good questions?

 

Backwards Design Activity: Step 2—Assessment EvidenceStudents will complete a daily reading

journal

Backwards Design Activity: Step 3—Learning PlanTake class to school library.Have students pick a book to read from the

library.After students have returned to class have

them talk to their neighbor about the reason they picked that particular book.

Ask students to share with entire group what the outcome of their story is based on the cover art.

Resourceshttp://literacy.kent.edu/Oasis/Pubs/0400-17.pdfhttp://www.p21.org/storage/documents/

P21CommonCoreToolkit.pdfwww.ydae.purdue.edu/.../

FiveCommonMistakesinWritingLessonPlans.dohttp://grantwiggins.files.wordpress.com/2012/09/

mctighe_wiggins_final_common_core_standards.pdfhttp://www.nyas.org/Events/Detail.aspx?cid=01557b97-

39c7-4ca3-8d0e-9fc7251c8cefNewman, R.  (2013).  Teaching and learning in the 21st

century: Connecting the dots.  San Diego, CA: Bridgepoint Education, Inc.