Educ 3100

Backwards Design

1. Identify Desired Results

2. Determine Acceptable Evidence

3. Plan of Action

OBJECTIVES

ASSESSMENTS

LESSONS

Identify the Desired ResultsWhat do I want students to know and be

able to do?Unpacking the StandardsGetting information into “teachable

chunks”

Backwards Design

1. Identify Desired Results

2. Determine Acceptable Evidence

3. Plan of Action

OBJECTIVES

ASSESSMENTS

LESSONS

Determine the Acceptable Evidence

How will I know that students know and are able to do it?Align Assessments with Objectives

Backwards Design

1. Identify Desired Results

2. Determine Acceptable Evidence

3. Plan of Action

OBJECTIVES

ASSESSMENTS

LESSONS

Plan Instruction and Learning Experiences

What experiences and instruction do I need to provide to enable students to understand the concept and learn how to do it?

INTERESTIN

G!ENGAGING ! MOTIVATING!

BrainstormThink about effective lessons that you have

experienced. What makes them work?

Think about ineffective lessons that you have experienced. What makes them NOT work?

Essential Elements Optional Elements Things to Avoid

Basic Lesson PlanTitle

Grade and SubjectTopic:State Core Objectives:Lesson Objectives: Prerequisite information: Time:Materials: Procedure:

IntroductionLesson Presentation

Differentiation (not needed in Level 1)AssessmentClosureIndependent Practice

 

Task Analysis

• Behavioral Analysis– Identify the specific behaviors required to perform the task

• Subject Matter Analysis– Break down the subject matter into specific topic, concepts,

and principles

• Information Processing Analysis– Specify the cognitive processes involved in a task

Ormrod

What does a student have to be able to do in order to complete the task?

What skills are essential without which the student will have great difficulty with the task?

PBJ

Task analysis is only useful for cognitive skills and motor skills, not

verbal information.

Why?

There Are Many Different Types of Lesson Plan Models

The type of lesson you pick is determined by your objectives.How do I best teach students this topic?

Multiple Intelligence LessonsFocus on a specific objectiveAsk key Multiple Intelligence questions

http://faculty.weber.edu/kristinhadley/ed3100Brainstorm instructional activities for each

intelligenceSelect appropriate activitiesComplete the lesson plan form

Determine the proper sequence of activities

Today’s ObjectiveDescribe the steps in a Hunter lesson planCreate a lesson using the Hunter lesson plan

Hunter Lessons1) Anticipatory Set [hook] - Cue Set2) Objectives and Purpose3) Instructional Input – Best Shot4) Modeling 5) Checking for understanding 6) Guided Practice7) Independent Practice8) Assessment

1) Formative assessments2) Correctives3) Extensions

9) Closure Sometimes o

rder i

s rearra

nged

The Steps: Anticipatory Set or Cue SetActions and statements by the teacher to relate the

experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.

To connect to student prior knowledge.to focus student attention on the lesson. to create an organizing framework for the ideas,

principles, or information that is to follow (the teaching strategy called "advance organizers.” Also think of Piaget and schemas).

to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

The Steps: ObjectivesWhat, specifically, should the student be able

to do, understand, care about as a result of the teaching?

TELL THEM!

The Steps: Instruction Input or Best ShotProvide content and informationExplain conceptState definitions Identify critical attributesProvide examples

This can be done through direct teacher instruction, video, demonstration, questioning and discussion, and many other strategies

The Steps: ModelingThe teacher demonstrates the use of the skill

or knowledge

The Steps: Checking for UnderstandingPose key questionsAsk students to explain concepts, definitions,

attributes in their own wordsEncourage students to generate their own

examplesUse active participation

The Steps: Guided PracticeInitiate practice activities that are under

direct teacher supervisionElicit overt response that demonstrates

behavior or understandingProvide close monitoringCheck for understanding (formative

assessment)

The Steps: Independent PracticeStudents continue to practice the use of the skill

or knowledge on their ownEssential for masteryShould have some elements of

decontextualization - enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned

What type of objectives might work well for a Hunter lesson plan?

The Steps: AssessmentUse formative assessments – may be

interwoven into the other stepsUse correctives for those who do not

understandUse extensions for those who need to be

challenged

The Steps: ClosureDo not close before giving the students practice Used to help students bring things together in

their own minds to make sense out of what has just been taught

Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole

Live Action Hunter event!

Sample LessonsProper and common nounsPoppin’ with subtractionBasketball

Hunter Lesson Guided PracticeSelect one of the days from your TWS. Begin

creating a Hunter lesson plan as a group.

?Closure activity

Activity - “Slap game”Lesson Planning terms

“The art of teaching is the art of assisting discovery.”

Mark Van Doren

“We are usually convinced more easily by reasons we

have found ourselves than by those which have occurred to

others.”Blaise Pascal

4MAT – Bernice McCarthy4MAT is a lesson plan model that appeals to all types of learners and engages, informs, and allows for practice and creative use of material learned within each lesson.

http://www.aboutlearning.com/(start about 4:45)

4MAT Lessons

Connects to the four types of learners

Motivate

TeachPractice

Apply

Capture student’s attentionBegin with a situation that is familiar to students

and build on what they already knowUse cooperative learning that allows for diverse

student responsesConnect learners to the concept in a personal wayUse “real” experience if possible.Guide students to reflect and analyze the

experience. Summarize and review similarities and

differences. Clarify the reason for learning

4 MAT Lesson DesignQuadrant 1: Motivate

Hunter calls this Anticipatory Set

Have an experience

Provide “expert knowledge” related to the concept. Emphasize the most significant aspects of the

concept in an organized, organic manner. Present information sequentially so students see

continuity. Draw attention to important, discrete details; don’t

swamp students with a myriad of facts. Use a variety of delivery systems; interactive

lecture, text, guest speakers, films, visuals, demonstrations, when available.

4 MAT Lesson DesignQuadrant 2: Teach

Hunter calls this Instructional Input

Examine expert knowledge

Provide opportunities for students to practice new learning, (learning centers, games fostering skills development, etc.).

Check for understanding of concepts and skills by using relevant standard materials such as worksheets, text problems, workbooks, teacher prepared exercises, etc.

Use concept of mastery learning to determine if re-teaching is necessary and how it will be carried out.

Encourage tinkering with ideas, relationships, connections.

4 MAT Lesson DesignQuadrant 3: Practice

Practice the skills

Provide opportunity for student to design their own open-ended explorations of the concept. Provide multiple options so student can plan a unique “proof” of learning.

Students report and demonstrate what they have learned.Make student learning available to the larger community,

i.e. books students write are shared with other classes, students report in a school newspaper, student work is displayed, etc.

Leave students wondering (creatively) about further possible applications of the concept, extending the “what ifs” into the future.

Learning is celebrated.

4 MAT Lesson DesignQuadrant 4: Apply

Demonstrate learning

Hunter calls this Closure and Independent Practice

Checklist for 4MAT lessonQuadrant One: Motivate

Did you begin with situations that build on what the learners already know?

Did you use experiential learning?Did you use problem-solving group work?Did you establish the “Why”?

Checklist for 4MAT lessonQuadrant Two: Teach

Did you keep the “big idea” in mind while explaining the details of the concept?

Did you emphasize the most significant aspects of the concept in an organized, sequential manner?

Did you establish the “What”?

Checklist for 4MAT lessonQuadrant Three: Practice

Did you set up ways in which your students can learn by doing?

Did you have students practice skills learned?Are there elements of absorption, fascination,

play, and wonder in this hands-on section of your teaching?

Did you establish the “How”?

Checklist for 4MAT lessonQuadrant Four: Apply

Did you provide situations, related to the content, that allow the students to make the learning their own?

Did you provide opportunities for students to polish and share their new learning?

Did you establish the “What if”?

OFICA LessonsOFICA is an acronym for a questioning pattern

designed to encourage higher order thinking during class discussion

Introduction: A stimulus that sets the stage for the lesson

Open-ended questionsAre questions that produce many “right” answersAsk students to build a common frame of reference or a

factual base from which they can abstract concepts and generalizations.

Focus questionsBring attention to the specific concepts that are the intent

of the discussion.

OFICAInterpretive questions

Ask students to build meaning by noting relationships among concept and making connections with previous experience.

Capstone questionsAsk students to tie concepts together by summarizing,

generalizing, stating the big idea, or headlining the discussion.

Application questionsAsk students to consider, “What does this matter to me?

How might I use what I have learned?”Allow students to use generalizations they have drawn in

new and creative ways. OFICA Lesson - Measurement

Inquiry LessonsInquiry is an active learning process in which students

answer research questions through data analysis. Stimulus (observation

Teacher introduces problem, dilemma, controversy, or inquiry by providing material for students to explore.

Problem Description and Possible Solution Students are given time to “tinker” with possibilities as they

attempt to describe the problem and search for workable solutions

Generalization Students work to develop, organize, and categorize the

information to confirm a soution. They try out their solution in a novel situation.

Drawing Conclusions Students make final decisions and draw inferences based on

their observations and experiences.

Water and ice

Different Types of Instructional Input

Direct Teaching – Hunter

Brain-based – 4MATInquiryCooperative LearningLectureLecture with

discussionPanel of expertsBrainstorming

Videos/slidesDiscussionSmall group

discussion or workCase studiesWorksheetsRole playGuest speakersValues clarification

Jigsaw