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Identify The Outcomes To Be Learned: How Can I Plan My Lessons Using The Backwards Approach?

This document outlines the backwards approach to lesson planning. It involves first identifying the learning outcomes, then determining how student learning will be assessed. Next, the learning environment and instructional strategies are planned to promote achieving the outcomes. Finally, student learning is assessed and next steps are determined. Specifically, the example given is planning a lesson on patterns where students will identify, create, describe and translate numerical and non-numerical patterns. Assessment tools will be used to evaluate if students recognize attributes, sort objects, and represent patterns before and after the lesson.

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Lindsay Jean
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24 views

Identify The Outcomes To Be Learned: How Can I Plan My Lessons Using The Backwards Approach?

This document outlines the backwards approach to lesson planning. It involves first identifying the learning outcomes, then determining how student learning will be assessed. Next, the learning environment and instructional strategies are planned to promote achieving the outcomes. Finally, student learning is assessed and next steps are determined. Specifically, the example given is planning a lesson on patterns where students will identify, create, describe and translate numerical and non-numerical patterns. Assessment tools will be used to evaluate if students recognize attributes, sort objects, and represent patterns before and after the lesson.

Uploaded by

Lindsay Jean
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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How can I plan my lessons using the Backwards Approach?

Identify the outcomes to be learned

P2.1 Demonstrate understanding of repeating patterns (three to five elements) by:


• describing
• representing patterns in alternate modes
• extending
• comparing
• creating patterns using manipulatives, pictures, sounds, and actions.

Now that I have listed my outcome:

Determine how the learning will be observed


What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical
concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student
understanding?
How can I document the children’s learning?

Create your assessment tools before you create your lesson task.

I want students to identify, create, describe and translate numerical and non-numerical patterns
arising from daily experiences in school and on the playground.

It is essential that students are able to sort objects, using one or two attributes prior to the lessons.

 To begin this unit, I want students to recognize that objects have similarities and differences
 Recognize objects have attributes such as size, shape, colour, thickness
 Sort objects using a single attribute
 State the sorting rule

Essential Learning of Sorting


 Recognize and match shapes by one or two given attributes
 Recognize that there is more than one way to sort a group of objects
 Record the sorting rule
 Recognize that an object may be sorted by more than one sorting rule
Student Name Recognizes and is Is able to extend a Represents a pattern
able to describe a simple pattern using a different
simple pattern material
Comments: Are there any students that need work with sorting?

Plan the learning environment and instruction


What learning opportunities and experiences should I provide to promote the
learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I use?
How can I differentiate the lesson to challenge all students at their learning
ability? How will I integrate technology, communication, mental math, reasoning,
visualization, etc into this lesson? (7 Processes) Look at your outcomes to see
which of the processes you should be including.

Plan your lesson here: What lesson format will you use?
BEFORE-DURING-AFTER? Math PODS? ETC.

Before: Have students look at the pictures of the leaves.


Last year you learned a lot about patterns. I want you to look at the pattern.
Is there anyone that can tell me or describe for me what they see? Have a few students answer.
During this time make jot notes as an evaluation tool whare students are at in terms of their
knowledge about patterns. Are there any key mathematical vocabulary terms being said? If so,
record them on the board (make word wall cards after).
“ I think…”
“ I remember when?”
Have students write their thoughts on the entrance slip. This will be used as a base line
evaluation tool.
Share.

Display the pattern and ask… What do you think would come next?
Think Pair Share

Where can we find patterns?


Discuss
Patterns are all around us. We can also hear patterns in nature. Have students close their eyes and
listen. Make a chickadee sound.

Discuss
Have students listen to the pattern.
Who can describe it?
When we describe patterns we are actually naming the pattern.
We can name using words, letters, numbers, pictures or even represent the pattern using different
materials.
Depending where students are at, talk about the attributes how many elements were in the
pattern. What is repeated? Core. Grade 2 outcomes says that they need to use 3-5 elements.

Have students represent the pattern using the materials on their desks.
Be sure to take photos of their representation as we can use it for future lessons and journal
writing.

Next have students look at their representation and their partner’s representation. Discuss as
partners how they are similar and how they are different. Share in full group.

Have students record their pattern and their partner’s pattern and write how they are similar and
different. Photos can be attached as a display after.

Closure
Review attributes, repeating pattern and pattern core.

Lesson 2 will be creating repeating patterns using 3-5 elements, using pictures, manipulatives,
sounds and actions.

Assess student learning and follow up


What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?

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