Plan Learning Experiences and Instruction:
Learning plan and feedback strategies
"planning activities should involve knowing your audience first"
Planning for understanding revolves around the big ideas that were identified through the standards and goals in stage one, and depends on the appropriately designed assessment tasks that were developed in stage two. If the initial stages were well thought out, then planning effective and engaging learning activities that support those understandings will simply be a matter of "knowing your audience" and the instructional strategies that suit them.
Once your goals and assessment tasks are clearly identified, ask yourself this question:
"What learning activities and teaching promote understanding, knowledge, skill, student interest, excellence, and make it more likely that all of my students will achieve understanding?"
Wiggins & McTighe (2006) explain that learners are most engaged when the work involves the following principles:
They also explain that student learning is most effective when:
Jon Hattie (2009) has identified the instructional strategies and interventions that have the largest effects on student success. Hattie's ranking is a great resource for focusing our limited time on the efforts that will have the biggest impacts.
Marzano's Nine Instructional Strategies is also an excellent resource for choosing effective types of learning activities.
Another superbly helpful document from the Pennsylvania Department of Education is the Response to Instruction and Intervention (RtII), it outlines 10 effective teaching principles and 9 high impact strategies; with the goal of "improving student achievement using research-based curriculum, instructional practices, and tiered interventions matched to the assessed needs of students."
Drawing from these ideas and resources, use the lesson plan templates and examples below to start planning instruction.
Rigor, Relevance, and Relationship Building:
Rigor, relevance, and relationship building are necessary components for learning activities that promote the development of 21st century skills, as mentioned in Stage One. The template below calls for intentional use of these principles in planning lessons. Follow the link at the beginning of this paragraph to an article for a better understanding of these components and watch the video below to see what implementation looks like in a school:
Backward design stage three templates
2 Examples of Backward Design Lesson Plan Templates for Stage Three, With Descriptions for Each Section:
Example completed Stage Three Lesson Template for The Big History Project:
Is an acronym that highlights the key elements for instructional planning:
Examples of Formative Assessment techniques:
Instructors need to know whether their students are "getting it", in addition to the typical oral questions and checking workbook exercises, here are several options for ongoing formative assessment:
"FEEDBACK IS INFORMATION ABOUT HOW WE ARE DOING IN OUR EFFORTS TO REACH A GOAl" (Wiggins, 2012)
"HELPFUL FEEDBACK IS:
In his article “7 keys to effective feedback” (2012), Grant wiggins says “Effective feedback requires that a person has a goal” since feedback is not a “value judgement” or advice, but rather “information... about the effects of (someone’s) actions as related to a goal.” This means that in order to give or receive useful feedback, no matter the method used, we must be clear on what our goals are. With objectives in mind, here are 20 ways to give effective feedback. And here are more examples of feedback strategies. Feedback is one of the strongest interventions we can use to improve student learning outcomes according to Hattie (2009), so no matter what strategies we employ, we should be giving (and receiving) regular and consistent feedback.
Adjusting as the Plan Unfolds:
Be prepared to adjust the plan, activities, and instruction as the course progresses based on information received from feedback and formative assessment. The idea is to "Think like a coach", pay attention to the students' progress and give lots of feedback as you aim them towards mastery of their goals. As mentioned previously, the planning process can be started from any stage as long as the end result is a cohesive plan that follows the logic of Backward Design.
Here are some possible entry points:
Continue to the Forum for a contact form and additional useful resources for Planning engaging and effective lessons, units, courses, and curricula around Big Ideas, Essential Questions, Standards and Goals.
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