1. Traditional Model to
Backwards Design Model
Shiekia Broussard
Teaching Learning and
Leading in the 21st Century
Denine Jimmerson
3/23/2014
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2. Part 1: Effective Lesson Design
and Backwards Planning
In this section the following questions will be
addressed:
 What are the most important elements of
effective lesson design?
 Why are good learning objectives critical to
planning effective instruction?
 Provide an example of a good learning objective
aligned with the Common Core State Standards.
What makes this a “good” learning objective?
 What are some common pitfalls in planning
effective lessons? How can we avoid these
pitfalls?
 What does backwards design mean?
 How does the Common Core State Standards
Initiative play a role in designing effective
instruction? 2

3. Important Elements in Effective
Lesson Plan Designs
 The important elements of an effective
lesson plan begin with writing good learning
objectives.
 The learning objective should be tied
directly to your states standards.
 The learning objective must
clear, specific, and measurable to a degree.
 The objectives should not contain activities
that will occur during the lesson.
 It is critical to use the learning objectives to
gage whether the students are learning or
not. ( Newman, 2013)
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4. Effective Lesson Plans
 I will compare and contrast backwards
design model and traditional lesson
planning
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5. Good Learning Objectives are
Critical to Effective Lesson Plans
 “Developing clear learning objectives
can also help develop conceptual
understanding for
cognition”, (Newman, 2013).
 Clear and precise learning objectives
will drive effective lesson plans
 Effective lesson plans will drive
effective content instruction
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6. Example of Learning
Objective
 MC5CCS: The student will state the
characters, plot, setting and theme for
a given story.
This objective is
observable, measurable, and concise.
It is aligned to my state’s 5th Grade
reading standards.
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7. Common Pitfalls in Effective
Lesson Plans
 The First Pitfall of Effective
Lesson Planning:
 focusing on learning
activities instead of what
will measure learning.
 The teacher spends
majority of lesson planning
developing and finding
hands on activities.
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8. Pitfalls of Effective Lesson
Planning
 The second mistake teachers make
during lesson planning is focusing on
covering the entire book.
 I have heard teachers say, “I’ve got to
get through this chapter by the end of
this week.”
 Their focus is on coverage rather than
a concrete goal and objective.
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9.  One way teachers can avoid mistakes in
lesson planning is to really think about
what they want their students to learn at
the end.
 True and authentic learning derives from
educating the whole child and relating to
real world connections.
 Real learning does not necessarily
derive from fun and hands on activities.
 There has to be meaning and learning
by the carefully chosen activities.
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10.  The Understanding by Design (UbD) process
was developed by Wiggins and McTighe (1998;
2005; 2007; 2011). This method requires the
teacher to start with the end in mind. The
teacher must first answer the question of what
the student should know at end of the unit or
lesson.
 The three basic steps in developing a Backward
Design Lesson Plan are
 1. Identify Desired Results
 2. Determine acceptable evidence
 3. Plan and design learning experiences and
instruction
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11. 1. Identify Desired Results
2. Determine acceptable evidence
3. Plan and design learning experiences
and instruction
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12. Common Core State Standards Initiative
Common Core in 3 minutes
Common Core Provides
Consistency
Watch this interesting
video at:
www.youtube.com/watc
h?v=5s0rRk9sER0
 Common Core Standards are a
guide for states and school district
to ensure that all students are
learning the same as all other
children in America.
 The Standards are checkpoints in
which educators across the country
have to adhere.
 Student standard scores in
California can now be measured to
a student in North Carolina. Those
scores in turn, can be used to
measure how America is measuring
up to other countries.
 Educators have to incorporate the
Common Core standards in their
lesson plans.
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13. Backwards Design Model Traditional Model
Begin with the End in Mind
• Deciding what do you want student to be
able do at the end of instruction
Develop a plan to assess when
learning objective has been met
• Creating an assessment that shows what
the student should be able to do at the
end of the lesson or unit
Planning the learning activities
• Hands on activities
Teacher identifies learning objective
and standard (list of content to be
taught)
•The focus in the traditional model is the input
•Focus is on the textbook, pacing guides, and
activities
Teacher plans learning activities
•This is were most time is spent during planning
•Hands on learning activities
The Assessment is the last part of the
lesson plan
•Assessment did not drive the activity
•An endpoint to assess knowledge before
moving on to next topic
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14. Part 3: Backwards Design
Activity
In this section I will demonstrate the
Backwards Design Lesson plan.
The Steps are as followed:
1. Identifying Desired Results
2. Assessment Evidence
3. Learning Activities ( hands on or
otherwise)
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15. Identifying the Desired Results
Establish Goal-
MC5CCS: The
student will state
the
characters, plot, s
etting and theme
for a given story.
Essential
Questions?
Students will be
able to…
Understandings:
What are
characters?
Clues to identify plot
How can student
apply this skill in
real world
connections?
How do good
readers find the
plot, characters, and
setting in a story?
Students will be
able to: identify plot,
characters, and
setting in complex
texts across
curriculums

16. Assessment Evidence
Performance Tasks- Complex
Narrative Text (may use different
texts to accommodate different
reading instructional levels)
Other Evidence
1.The student will choose one
detail from the story and one detail
from the side bar that supports the
answer to Part A. Drag each of the
details into the box labeled Plot
Details. Use your answer to explain
Part B
2. Choice one of the short
response questions and cite text
for evidence.
The answer must be proven and
cited in your response.
1. Complete pages 34-35 in
student workbook
2. Develop a story with at least
three characters, a suspenseful
plot, and theme.
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17. The Learning Activities
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Students will use their short
essays to switch with
another student to identify
characters, plot, setting, and
the theme.
Students will play a game
that requires them to
identify character and plot
on
www.internet4classrooms
.com
Students will score their
classmates short story
using the provided scoring
rubric
Develop Frayer model
diagram and label the
sections with plot, theme,
characters, and setting.
Each section define and
draw a picture to illustrate
what the word means to
you.

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References
Newman, R. (2013). Teaching and learning
in the 21st century: Connecting the
dots. San Diego, CA: Bridgepoint
Education, Inc.
Wiggins and McTighe (1998)What is
Backwards Design? Boston,MA
:Pearson