Educ 3100
Backwards Design
1. Identify
Desired
Results
OBJECTIVES
2. Determine
Acceptable
Evidence
ASSESSMENTS
3. Plan of
Action
LESSONS
Identify the Desired Results
 What do I want students to know and be able to
do?
 Unpacking the Standards
 Getting information into “teachable chunks”
Backwards Design
1. Identify
Desired
Results
OBJECTIVES
2. Determine
Acceptable
Evidence
ASSESSMENTS
3. Plan of
Action
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
OBJECTIVES
2. Determine
Acceptable
Evidence
ASSESSMENTS
3. Plan of
Action
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?
MOTIVATING!
Brainstorm
 Think 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 Plan
Title
Grade and Subject
Topic:
State Core Objectives:
Lesson Objectives:
Prerequisite information:
Time:
Materials:
Procedure:
Introduction
Lesson Presentation
Differentiation (not needed in Level 1)
Assessment
Closure
Independent Practice
Task Analysis
What does a student have to be able to do in
order to complete the task?
• 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
PBJ
– Specify the cognitive processes involved in a task
Ormrod
What skills are essential without which the student will
have great difficulty with the task?
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 Lessons
 Focus on a specific objective
 Ask key Multiple Intelligence questions
 http://faculty.weber.edu/kristinhadley/ed3100
 Brainstorm instructional activities for each
intelligence
 Select appropriate activities
 Complete the lesson plan form
 Determine the proper sequence of activities
Today’s Objective
 Describe the steps in a Hunter lesson plan
 Create a lesson using the Hunter lesson plan
Hunter Lessons
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8)
Anticipatory Set [hook] - Cue Set
Objectives and Purpose
Instructional Input – Best Shot
Modeling
Checking for understanding
Guided Practice
Independent Practice
Assessment
1) Formative assessments
2) Correctives
3) Extensions
9) Closure
The Steps: Anticipatory Set or Cue Set
Actions 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: Objectives
 What, 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 Shot
 Provide content and information
 Explain concept
 State definitions
 Identify critical attributes
 Provide examples
 This can be done through direct teacher instruction, video,
demonstration, questioning and discussion, and many
other strategies
The Steps: Modeling
 The teacher demonstrates the use of the skill or
knowledge
The Steps: Checking for Understanding
 Pose key questions
 Ask students to explain concepts, definitions,
attributes in their own words
 Encourage students to generate their own examples
 Use active participation
The Steps: Guided Practice
 Initiate practice activities that are under direct teacher
supervision
 Elicit overt response that demonstrates behavior or
understanding
 Provide close monitoring
 Check for understanding (formative assessment)
The Steps: Independent Practice
 Students continue to practice the use of the skill or
knowledge on their own
 Essential for mastery
 Should 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: Assessment
 Use formative assessments – may be interwoven into
the other steps
 Use correctives for those who do not understand
 Use extensions for those who need to be challenged
The Steps: Closure
 Do 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 Lessons
 Proper and common nouns
 Poppin’ with subtraction
 Basketball
 Hunter Lesson Guided Practice
 Select 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 McCarthy
4MAT 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
4 MAT Lesson Design
Quadrant 1: Motivate
 Capture student’s attention
 Begin with a situation that is familiar to students and
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build on what they already know
Use cooperative learning that allows for diverse student
responses
Connect learners to the concept in a personal way
Use “real” experience if possible.
Guide students to reflect and analyze the experience.
Summarize and review similarities and differences.
Clarify the reason for learning
Hunter calls this Anticipatory Set
4 MAT Lesson Design
Quadrant 2: Teach
 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.
Hunter calls this Instructional Input
4 MAT Lesson Design
Quadrant 3: Practice
 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 Design
Quadrant 4: Apply
 Provide opportunity for student to design their own open-
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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.
Hunter calls this Closure and Independent Practice
Checklist for 4MAT lesson
 Quadrant 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 lesson
 Quadrant 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 lesson
 Quadrant 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 lesson
 Quadrant 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 Lessons
OFICA 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 questions
 Are questions that produce many “right” answers
 Ask students to build a common frame of reference or a factual base
from which they can abstract concepts and generalizations.
 Focus questions
 Bring attention to the specific concepts that are the intent of the
discussion.
OFICA
 Interpretive questions
 Ask students to build meaning by noting relationships among
concept and making connections with previous experience.
 Capstone questions
 Ask students to tie concepts together by summarizing, generalizing,
stating the big idea, or headlining the discussion.
 Application questions
 Ask 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 Lessons
Water and ice
 Inquiry 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.
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Different Types of Instructional Input
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Direct Teaching – Hunter
Brain-based – 4MAT
Inquiry
Cooperative Learning
Lecture
Lecture with discussion
Panel of experts
Brainstorming
Jigsaw
 Videos/slides
 Discussion
 Small group discussion or
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work
Case studies
Worksheets
Role play
Guest speakers
Values clarification