E FFECTIVE L ESSON P LANNING AND D ESIGN By: Sheri Keppers
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B ACKWARDS D ESIGN M ODEL OF D ESIGNING I NSTRUCTION Backward
Design is a model of lesson planning that looks at the desired
outcome of the lesson first, then it looks at what needs to be done
to reach that goal. Goal Determine what confirms learning Lessons
and activities to be used Introduction to goal
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Backward design is a way to look at the desired outcome and
narrowly focus on how to reach that outcome without getting
side-tracked. If the teacher follows the lesson plan he/she will
reach the desired outcome by having the lessons and assessments
clearly laid out in advance.
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T RADITIONAL L ESSON P LANNING Traditional Lesson Planning Plan
Lesson Choose Activity/Verbal Lesson Choose Assessments Choose
Outcome
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B ACKWARD D ESIGN L ESSON P LANNING Backward Design Lesson
Planning Choose Outcome Choose Assessments Learning Objectives Plan
Lesson
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E XAMPLE Learn to Read Ability to blend sounds to form words
Identify both upper and lower case letters Identify sounds each
letter makes Be able to blend more than one sound Alphabet
identification flashcards by name Alphabet identification
flashcards by sound Picture matching letters to picture sounds Flip
books - form words by changing one letter
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Important elements of effective lesson design are developing
interest engaging students actively participate in learning repeat
important information go as far with the lesson as you can while
keeping the students interest
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Good learning objectives are critical to planning effective
instruction because it keeps your lessons and your focus rooted in
teaching the goal you have set for your students. An example of a
good learning objective aligned with the Common Core State
Standards is with Money Math. Identifying coins by name and
value.
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Some common pitfalls in planning effective lessons are not
having clear guidelines. This problem can be avoided by clearly
identifying objectives, goals, and assessments.
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The Common Core State Standards Initiative play a role in
designing effective instruction because they set a basic skills
that must be met by each student. This provides an outline for
teachers to follow when making their lesson plans. Students must
learn the key components before they are expected to use them for
the larger skill (Rasinski & Radak, 2013).
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Backwards design means planning from desired outcome backward
to the lessons and activities needed to meet that outcome. This
method focuses on the goal and how to get there rather than
choosing activities and seeing what goal they bring you to.
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S TAGE In this stage of a lesson plan the teacher picks which
state standards that are going to be covered with this lesson. Coin
Money State Standard Monetary Values School Standard Coin Value
Teacher Standard Ability to identify penny, nickel, dime, and
quarter visually. Advanced Skill Learn the amount of each coin
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S TAGE T WO Assessment Evidence is the second stage in backward
lesson planning. Separate a mixture of coins into separate piles
Identify which cup (labeled with coin amount) each coin goes in
Place the coins in value order (penny, nickel, dime, quarter) from
smallest to largest and visa versa Advanced Skills Place one coin
on side A and use other coins to make the same amount on side B
(one nickel on side A and five pennies on side B) Add and subtract
the coins by their value not the number of coins present
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S TAGE T HREE While playing grocery store allow the students to
use fake money, in coin form. These coins should resemble real
money with similar color, shape, and size. Play with the students
using the same coins. As the model in the game use the coins in the
correct way by Naming coins by name when using them Identifing
values of the coins verbally when using them Showing the students
real coins and allowing them to compare them to their fake money.
All of this will raise the students interest in money to get the
lesson started in the right direction by peaking their interest
(Newman, 2013).
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R EFERENCES Newman, R. (2013). Teaching and Learning in the 21
st Century: Connecting the Dots. San Diego, CA: Bridgepoint
Education, Inc. Rasinski, T. & Radak, N.D. (2013). From phonics
to fluency: Effective teaching of decoding and reading fluency in
the elementary school. NJ: Pearson.