Create design, formulate, build, invent, create, compose, generate, derive, modify, develop. By the end of this lesson, the student will be able to design an original homework problem dealing with the principle of conservation of energy. Evaluate choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate. By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.
Due by Day 7. Chapter 9 of the textbook focuses on the importance of designing effective lessons. You have been asked by a colleague or administrator to support other educators in designing effective instruction.
It has been observed that most of the educators have been planning instruction using a traditional model.
The objectives of the presentation are to explain the backwards design model of designing instruction, to provide an overview and rationale of the process, to compare and contrast the two models, and finally to provide an example that other educators could use as a model for their own planning.
The presentation will consist of three parts: Effective Lesson Design and Backwards Design In this section of the presentation, you will need to discuss the following topics: What are the most important elements of effective lesson design?
Why are good learning objectives critical to planning effective instruction? Provide an example of a good learning objective aligned with the Common Core State Standards. What are some common pitfalls in planning effective lessons?
How can we avoid these pitfalls?
What does backwards design mean? Compare and Contrast Backwards Design and the Traditional Model In your presentation, include a visual representation using a chart, diagram, concept map, infographic, or any other visual that compares and contrasts the backwards design model with the traditional model of lesson planning.Use Bloom’s Taxonomy to make sure that the verbs you choose for your lesson level objectives build up to the level of the verb that is in the course level objective.
The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. Part Two: Compare and Contrast Backwards Design and the Traditional Model In your presentation, include a visual representation using a chart, diagram, concept map, infographic, or any other visual that compares and contrasts the backwards design model with the traditional model of lesson planning.
Effective Lesson Planning for the Secondary Choral Director By NAfME Member Roland Wilson The Understanding by Design (UbD) framework (also known as backward planning) includes processes and methods that are fundamental to the choral ensemble educator.
© heartoftexashop.com Effective Lesson Design, Page 1 Effective Lesson Design: A Basic Conceptual Outline believe that effective lesson designs focus primarily on designing the students’ activities rather using the academic language of the subject material and plan their report out of learning.
3. Summarization and Reflection.
Elements of Effective Lesson Design • Effective lesson planning starts with RESEARCH Seek out colleagues to discuss ideas and ask questions Connect with other teachers via the Internet on forums, blogs, and social networking sites • The more research you do, the more information you have, and the more effective your lessons will be.
With an understanding of how using Common Core State Standards and backwards design can guide lesson planning and learning, it becomes time to put it all together.