Agenda
             • Backwards Design (Beginning with the end in 
               mind)
                 1. Discuss areas in which students traditionally experience 
                    difficulty.
                 2. Share knowledge in content, experiences, resources, and 
                    materials to help students learn.
                 3. Share successful teaching strategies that result in 
                    increased student achievement.
                 4. K- 5 Identify what changes in instruction must occur to 
                    increase student knowledge, understanding, and comfort 
                    levels in order to increase student achievement.
                      rd th
                 5. 3 -5  Identify strategies in areas in which students have 
                    difficulty on FSA assessments.
                             Elements of 
               Effective Lesson Design
             • Students have a clear understanding of  the unit/lesson 
               objectives
             • Students build schema through eliciting prior knowledge
             • Students create evidence of developing ideas
             • Students are active learners
             • Assessments are authentic and have a tangible product
             • Assessments match learning objectives
                                                       (Jones, Jones, & Vermette, 2011)
     Pitfalls in Planning 
     Effective Lessons
                    Backwards Design 
                      Lesson Planning
            • Begins with identifying what the students need to learn
            • Three stages:
               • Stage 1:  Identify the desired results (outcome)
               • Stage 2:  Identify the assessment evidence
               • Stage 3:  Identify the learning plans (activities)
                                                          (Newman, 2013)
          Stage 1:  Identify the 
            Desired Results  
                             (Childre, Sands, & Pope, 2009)