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Burden/ByrdMethods for Effective Teaching: Meeting the Needs of All Students, 6/e

USING A SYSTEMATIC APPROACH WHEN DESIGNING LESSONS

Fatih Ari & Raymond Flores

Session Agenda:

Backwards Mapping (5 minutes)

Tips for designing learning objectives, assessments, and activities (15 minutes)

Group Activity (30 minutes)

Group Presentations (25 minutes)

Session Overview

Planning

What is Planning?

• Planning instruction: Decisions made about the organization, implementation, and evaluation of instruction

• The goal of planning is to ensure student learning

Components of Instruction

1) Learning Objectives: Goals

2) Instructional Activities: Teaching and Learning activities

3) Assessments: Measurements used to assess whether goals were met

Essential question:How can I systematically design instruction?

Backward Mapping

Learning Objectives

Teaching & Learning Activities

Assessment(Outcomes)

•First, identify desired results (essential goals, essential questions, essential content)

• Next, back up to identify assessment evidence for use during and after instruction.

• Finally, you back up further to identify the learning plan (the major learning activities and lessons)

• Helps ensure that all 3 components are closely aligned.

Backward Mapping cont’d

• Students will be confused on exams covering topics that you did not discuss.

• Students will not learn or practice the skills that they will be evaluated on.

What happens if components are not aligned?

Learning

Objectives

Teaching & Learning Activities

Assessment

(Outcomes)

Tips for Designing the 3 Components

Learning Objectives

What do I want my students to know or be able to do after

this lesson?

GoalsOutcomes

Learning Objectives

Objectives are clear statements which describe what students will be able to (SWBAT) do as a result of instruction.

Example:“After this session, participants will be able to apply the backward-mapping approach for designing instruction”

Workshop Related:

Students will be able to differentiate the key sub-dimensions within the overall cyber-security subject area.

Qualities of an Effective Objective

S – states exactly what the learner will be able to do

M - can be observed and measured by the end of the lesson

A – Attainable for the participants within scheduled time and specified conditions

R – Relevant to the needs of the learner

T – achievable by the end of the lesson or unit

Writing Learning Objectives

To create Specific, Measurable, Attainable, Relevant, and Time-framed objectives:

• Add an observable action verb that describes what the participant should be able to do (see handout for examples of action verbs).

Example:

“After this session, participants will be able to apply the backward-mapping approach for designing instruction”

SWBAT differentiate the key sub-dimensions within the overall cyber-security subject area.

• Avoid difficult to define verbs that are open to a variety of interpretations (e.g., understand, learn, grasp); instead use terms that describe observable behaviors directly.

Levels of the Cognitive Domain

Higher-level objectives

Level 6 Creating

Level 5 Evaluating

Level 4 Analyzing

Level 3 Applying

Level 2 Understanding

Level 1 Remembering

Lower-level objectives

How can you make this objective higher order?

• SWBAT name the implications of the WikiLeaks case

Assessments

What kinds of tasks will reveal whether my students achieved the learning objectives?

Two major categories:

•Formative

•Summative

“When the cook tastes the soup, that’s formative assessment;

When the customer tastes the soup, that’s summative assessment.” Paul Black

Assessments

• On-going assessments, reviews, and observations

• To monitor how well the instructional goals and objectives are being met.

• To catch deficiencies so that the proper learning interventions can take place

Examples:

• In class discussions, homework

• Quizzes, essays, etc.

• Diagnostic tests

Formative Assessments

Summative Assessments

• To evaluate the effectiveness of an instructional intervention at the end of the intervention.

• To make judgment of student competency/learning

• To determine whether students mastered the specific competencies

Examples:

• Final/midterm exams

• Final projects

• Final paper

Learning Activities

What kinds of activities will reinforce the learning

objectives and help my students prepare for

assessments?

Learning Activities

• Select instructional activities that will enable students to learn the material and reach the student learning outcomes.

• Use more interactive (student-student, student-instructor), student-centered learning activities

• Design learning activities where students can practice 21st century skills (e.g., creativity and innovation, critical thinking and problem solving, communication and collaboration, etc.)

• Give students choices on activities

Group ActivityBased on the topics related to this workshop, your group task will be to:

• Design two objectives higher order, and

• come up with at least one assessment that can be used to determine whether students have me the objective

• Come up with at least one activity that can be used to help students prepare for the assessment

You will have 30 minutes!!

Group Presentations

Group Discussion

What tips or ideas did you get out of this session which you plan to take back to

your schools and apply?