EDU650 Week 4 Lesson Planning

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School

Ashford University - California *

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Course

650

Subject

Management

Date

Feb 20, 2024

Type

pptx

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Uploaded by SargentField12911

EFF ECTIVE LESSON PLANS Bridget Butler EDU650 Week 4 Dr. Jackie Kyger, Ed.D. L E A R N I N G T O C O U N T F R O M 1 T O 1 . Insert your avatar Here!

PART 1: EFFECTIVE LESSON DESIGN AND BACKWARDS DESIGN Important Elements of Effective Lesson Design • Make sure you set objectives and goals. Making sure that these learning activities are not far fetched and able to be accomplished to achieve the goals and objectives that are set. • Identify the end results . When you set the objectives, the students should know what they are doing and how they are going to reach that objective. • Use different Assessments . Try making two different assessments to see which one your students are better at. • Collaboration with peers and coworkers . Make sure that your class and all of your co teachers are on the same page and path to accomplish the goals and objectives that were put in place. (Newman; 2013), (Lopez; 2019)

Learning Objectives are Critical to Planning Effective Instruction • When writing your plan make sure it is tailored towards your students.. • They need a clear map to achieve the objectives and goals. • Be sure to use key words. For example: Please find or Describe the tree. • Build off what they have previously learned. • Make sure to focus on things they need to improve on. • Provide extra time for them to work on their goals and objectives in class. • Give activities geared towards the objectives and goals set. (Newman; 2013), (Lopez; 2019)

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Example of Good Learning Objective : Students will be able to identify how many triangles we have around the classroom. Why this is an example of a “Good” learning objective: • Students are learning and familiarizing themselves with pictures and shapes. • Students will be able to identify pictures with triangles.

Common Pitfalls in Planning Effective Lessons: • Educators get caught up on their way and we don’t let the children learn their way. • It become one track minded and do not incorporate everything we know. How to Avoid those Common Pitfalls: • Expecting the students to learn how you do. • Tailor the lesson just to one set of the students instead of the whole class.

Explaining the Backwards Design Mean? • Educators come up with the plan and the outcome. • Educators say what is right and what is wrong. • Educators plan the experiences and the instructions.

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PART 2: BACKWARD DESIGN V. TRADITIONAL MODEL Backwards Design Planning Traditional Model Planning Similarities: Similarities: Uses standards Uses standards Educators are involved Educators are involved Differences: Differences: End results are the main objective. Assessments are by the book Able to re teach the students if need be. Must move own no matter if the students get it or not.

PART 3: BACKWARD DESIGN ACTIVITY Subject: Math Grade Level: Pre-K Standard: “The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades" (CCSS, 2021) (CCSS, 2021)

Stage One: Learning Objectives to be Established Students will be able to… • Provide support, and ask questions about the key points. (CCSS,2021) • With prompting and support, identify numbers, repeat, and write them out. (CCSS, 2021)

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Stage Two: Assessment Evidence "Formative assessment is the most powerful type of assessment that directly impacts and benefits the student" (Newman, 2013) • Assessment Evidence 1 Use the pre-made number chart and allow the students to take turns pointing to the numbers that has been shown to them. • Assessment Evidence 2 Mix up the numbers to check if they are really learning or just memorizing them. (Newman, 2013)

Stage Three: The Learning Activities • The class will count from 1 to 10. • The number chart will be up front, the students will be in groups of 3 so they can point to the numbers as they recite them. • Hand out blocks to all the groups so once the teacher calls out a number, they can hold up correct number of blocks.

References Common Core State Standards Initiative. (2021) Retrieved from http://www.corestandards.org/standards-in-your-state Lopez, D. (2013). No Excuses University: How six exceptional systems are revolutionizing our schools (2nd ed.) Retrieved from https://content.ashford.edu Newman, R. (2019). Teaching and learning in the 21st century: Connecting the dots (2 nd ed.) Retrieved from https://content.ashford.edu

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