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?

EN
GA
GI
NG

MOTIVATING!

E
T
IN

E
R

I
T
S

!
G
N

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

Specify the cognitive processes involved in a task
Ormrod

PBJ

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

Todays Objective
Describe the steps in a Hunter lesson plan
Create a lesson using the Hunter lesson plan

Hunter Lessons
1) Anticipatory Set [hook] - Cue Set
2) Objectives and Purpose
3) Instructional Input Best Shot
4) Modeling
5) Checking for understanding
d
e
g
6) Guided Practice
n
ra
r
7) Independent Practice
ea
r
s
i
8) Assessment
r
e
1) Formative assessments
rd
o
s
e
2) Correctives
im
t
e
3) Extensions
m
So
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
Prac
tice
e
t
a
v
i
t
o
M

App

h
c
a
e
T

ly

Connects to the four types of learners

4 MAT Lesson DesignHa

ve
an
Quadrant 1: Motivate
exp
erie
Capture students attention
nce
Begin with a situation that is familiar to students
and 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.
Hunter calls this Anticipatory Set
Clarify the reason for learning

Exa
m

ine
4 MAT Lesson Design expe
rt
kn o
Quadrant 2: Teach
wle
dge
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; dont
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

Pr
ac

4 MAT Lesson Design

Quadrant 3: Practice

ti c
e

th

es
kil
ls

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 reteaching is necessary and how it will be carried out.
Encourage tinkering with ideas, relationships,
connections.

Dem
ons
tr a
Design te

4 MAT Lesson
Quadrant 4: Apply

lea
rnin

Provide opportunity for student to design their own open-

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.

Different Types of Instructional

Input
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 work
Case studies
Worksheets
Role play
Guest speakers
Values clarification