Effective Lesson Design and Backwards Design

This presentation covers the important elements of effective lesson design, the role of learning objectives, common pitfalls to avoid, and the differences between backwards design and traditional model planning. It also includes a backwards design activity for English literature on narrative analysis.

EFFECTIVE LESSON PLANS
Your Name
EDU650: Teaching, Learning, and Leading in the 21st
Century
<Instructor> Example: Dr. Jackie W. KYGER, Ed.D.
<Date>
Insert your
picture here.

PART 1: EFFECTIVE LESSON DESIGN AND
BACKWARDS DESIGN
Important Elements of Effective Lesson Design
• A n effective lesson design should have clear objectives. An
objective is what the students should be able to say or do at
the end of the lesson. Communicating objectives motivates
the students.
• An effective lesson design should also have an active
background. This involves the teacher tapping the previous
knowledge as well as experiences of the students.

• Student practice is another important element of an
effective lesson design. There are three steps involved and
they include guided practice, collaborative practice and
finally independent practice( lopez,2013). The teacher
should therefore ensure that students can practice
whatever is being taught.
• Finally, a closing formula is also an important element
(Newman,2013). The tutor should have a captivating way of
summing up the class that will ensure that the objectives
are achieved.

Learning Objectives are Critical to Planning Effective
Instruction
• This is because objectives provide knowledge to the tutors
on the choice of the best instructional materials to be used
during the lesson.
• Objectives are critical to planning effective instruction since
they provide guidelines on the time or duration the tutor
spend on a particular concept.
• Objectives also guide the tutor or the teacher on the
teaching methods that should be used and this also includes
the learning activities and the use of technology.
• Learning objectives are also important since they assist
students to focus on what they are expected to learn.

Example of Good Learning Objective Aligned with Common Core
Standards:
A good example of an objective is :By the end of the lesson,
students should be able to able to design a good lesson plan.
Why this is an Example of a “Good” Learning Objective:
• This is an example of a good objective since it is specific. It
is specific in that it has specified what the students should
be able to achieve at the end of the lesson.
• The objective is also measurable. This is because it is
possible to find out if the students have understood how to
design a good lesson plan or not. This can be measured
during evaluation.

Common Pitfalls in Planning Effective Lessons:
• There are different pitfalls in planning effective lessons. One
of the pitfalls is the setting up of ambiguous
objectives(Buczynski, & Kai, 2016). This makes it quite
difficult for the tutor to educate the students.
• Another common pitfall in planning effective lessons is
trying to achieve more in a single lesson.

How to Avoid those Common Pitfalls:
• In setting the objectives of the lesson, they should be
specific, measurable and should have a time frame in which
it should be attained.
• To avoid trying achieving more in a single lesson, the
teacher should plan carefully to allow time for discussion,
practice and reflection as well.

What Does Backwards Design Mean?
• Backward design method is the type of designing the
educational objective by initially setting the objectives
before the instructional methods as well as forms of
assessment are selected.
• It involves three steps that include identifying results
desired, culminating assessment tasks and finally learning
the events .This method usually challenge the traditional
method of curriculum planning.

How the Common Core State Standards Play a Role in
Designing Effective Instruction:
• The standards ensure that all the schools are teaching the
same curriculum in America.
• The standards acts a s checkpoints that teachers across the
country need to adhere to.
• The standards can be used to measure how the country is
performing in relation to other countries by measuring the
student scores in different parts of the country.

PART 2:
BACKWARDS DESIGN V. TRADITIONAL
MODELBackwards Design Planning Traditional Model Planning
In this method ,the tutor
begins with the end in mind.
This involves deciding what
the students should achieve at
the end of the instructions
In this model, the tutor
identifies the learning
objectives and standards. The
focus in this model is on
input,textbooks,pacing guides
and activities.
This model utilize hands on
during planning of the learning
activities.
The assessment is the last
part of the lesson plan.
It involves formulating a plan
to assess when the objective
has been achieved.
The teacher only plans the
learning activities.

PART 3: BACKWARDS DESIGN ACTIVITY
Subject: English literature
Topic: Narrative analysis.
Grade Level: 3

Stage One: Goals to be Established
Students will be able to…
• state the characters in a given story
• give the plot and setting of a story.
• to give the theme of a certain story.

Stage Two: Assessment Evidence
• The student will choose one detail from the story and one
detail from the side bar that supports the answer to part A.
• Choice of one of the short response questions and cite text
for evidence. The answer must be proven and cited in your
response.

Stage Three: The Learning Activities
• Students will score their classmates short story using the
provided scoring rubric.
• Students will play a game that requires them to identify
character and plot on.
• Students will be able to use their short essays to switch
with another student to identify characters ,plot, setting
and the theme.

References
Buczynski, S., & Kai, M. (2016). An urban school district's 21st century teaching
vision: Integration and readiness to incorporate technology. 6th Annual
International Conference on Education & e-Learning (EeL 2016).
doi:10.5176/2251-1814_eel16.12
Lopez, D. (2013). No excuses university: How six exceptional systems are
revolutionizing our schools." .
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots..