This document discusses effective lesson planning using backward design. It begins by outlining the key parts of effective lesson design and why objectives are important. It then compares the backward design model, which starts with defining learning objectives and assessments, to the traditional model which focuses on activities before objectives. Finally, it provides an example of applying backward design to a lesson on World War II, identifying desired results and assessments before planning learning experiences.

1. Effective Lesson Planning and Design
Terry L. Lockhart
EDU 650
Dr. Rich Newman
November 9, 2015

2. Part one: Effective
Lesson Design &
Backward Design.
Part two: Compare & contrast
Backwards Design & the
Traditional Model.
Part three: Backward
Design Activity.
Table of Content

3. Part one: Effective Lesson Design & Backward Design
1. The most important elements of effective lesson design.
2. Why are good learning objectives critical to planning
effective instruction.
3. Provide an example of a good learning objectives aligned
with the common core state standards.
4. What are some common pitfalls in planning effective
lessons? How can we avoid these pitfalls?

4. Part one: Effective Lesson Design & Backward Design
5. Common pitfalls in planning effective lessons/ ways to
improve pitfalls.
6. The meaning of backward designs.
7. How does the Common Core State Standards play a role in
designing effective instruction (Newman, 2013).

5. What are the most important elements of
effective lesson design?
 Research
 Gather knowledge from different sources.
 Ask other teachers questions.
 Talk to colleagues or experienced teachers.
 Use the power of the internet to connect with other
teachers.
 Read up on how to effectively plan lessons (Newman,
2013).

6. Why are good learning objectives critical to planning
effective instruction?
They can help develop conceptual understanding for
cognition (Newman, 2013).

7. Example of good learning objectives
Student in Introductory Psychology will apply the four steps of
the scientific method to determine if parapsychology
constitutes a science (Newman, 2013). This is a good example
because it challenge students to use a higher level of
thinking.

8. Common Pitfalls in Planning Effective
Lessons
1. Rather than focusing on solid planning, teachers focus their
energies on developing activities that hands on without being
mind on.
2. They focus on covering the entire book without a clear
purpose (Newman, 2013).

9. How can we avoid these common pitfalls?
Think about what they want their students to learn at the end of
the lesson.

10. What does backwards design mean?
To begin with the end in mind means to start with a clear
understanding of you destination. In the Backwards Design each
lesson begins with a goal that both teachers and students can use
to judge their achievement during the class period (Jones,
Vermette, & Jones, 2009).

11. How does the Common Core State Standards play a role
in designing effective instructions?
Common Core Standards serve as a guide for schools to ensure that
all students are learning the same as all other students.
Common Core Standards also serve as checking points in which
teachers across the United States have to follow.

12. Backward Design Model
Begins with the end in mind.
Develop an assessment to
determine student success
for outcome.
Develop learning experiences
and activities for students to
engage in.
Assess results using
assessments developed in step
two. Hands on experience.
Traditional Model
Begins with inputs. Develop
learning experiences and
activities for students to
engage in.
Give an assessment from
textbook or other resource.
Choose new topic to cover.
The assessment is the last part
of lesson plan.
• Assessment did drive the activity.
Part two: Backwards Design / Traditional Model

13. In section three I will demonstrate the Backwards Design Lesson
Plan.
Identify desired
results.
Determine
acceptable
evidence
Plan learning
experiences and
instructions
Part three: Backwards Design Model

14. Understanding
the goals.
• In this lesson,
students will be able
to identify the
events that lead to
WWII.
Student objective
• Students will be able
to list all parties
involved in WW II.
• Discuss the end
results.
Essential Question
• What role did the
USA play in WW II.
• What other countries
were involved and
why.
State content Standard: Students will research in depth the key events of
World War II . Student will identify events that lead to World War II.
Identify Desired Results

15. Performance Task Student debates & group discussion
& assessments
Other Evidence
quizzes, journals, DVDs
Teacher will observe students &
provide feedback as they work.
Assessment of student work.
Assess students through
conversations & questions
Determine acceptable evidence

16. World War II DVD

17. Plan learning experiences and instruction
Use smart board to show
DVD on WW II. Students
may discuss things they
know about WWII to
prompt discussion.
Vocabulary words
associated with WWII will
be discussed after the
movie.
Students will do research
on WWII using the
computer, encyclopedia,
and tablets.
Student will play a
question & answer game
using power point and
smart board.
Students will listen to
Veterans of WW II discuss
aspects of the war.
Students will have an
opportunity to ask
questions.

18. References
Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the
Dots. San Diego, CA: Bridgepoint Education, Inc.
Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). AN INTEGRATION OF
"BACKWARDS PLANNING" UNIT DESIGN WITH THE "TWO-STEP"
LESSON PLANNING FRAMEWORK. Education, 130(2), 357-360.