Scenario: You have been asked by a colleague or administrator to support other educators in designing effective instruction. It has been observed that most of the educators have been planning instruction using a traditional model. The objectives of the presentation are to explain the backwards design model of designing instruction, to provide an overview and rationale of the process, to compare and contrast the two models, and finally to provide an example that other educators could use as a model for their own planning. 

The presentation will consist of three parts: 

Part One: Effective Lesson Design and Backwards Design
In this section of the presentation, you will need to discuss the following topics:

1. What are the most important elements of effective lesson design? 
2. Why are good learning objectives critical to planning effective instruction? 
3. Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective? 
4. What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls? 
5. What does backwards design mean? 
6. How does the Common Core State Standards Initiative play a role in designing effective instruction? 

Part Two: Compare and Contrast Backwards Design and the Traditional Model

In your presentation, include a visual representation using a chart, diagram, concept map, infographic, or any other visual that compares and contrasts the backwards design model with the traditional model of lesson planning. 

Part Three: Backwards Design Activity 

In this section of your presentation, you should demonstrate the process of planning a brief lesson (not an entire unit) for any grade level through a backwards design approach. Your example should be a specific example that starts with planning for stage one (identifying desired results), then stage two (assessment evidence), and lastly, stage three (the learning activities). Your activity must be aligned to a Common Core State Standard.

Optional: If you are interested in honing your professionalism and speaking skills, consider delivering your presentation to an audience and videotaping it (you can include a YouTube link in the slides) or creating a screencast of the presentation using Screenr or Jing and recording yourself presenting the information. If you choose to record yourself or do a screencast, be sure to have relevant information on the screen (such as your presentation slides) while you are speaking and include the link in your presentation for your instructor. This could be a great addition to your professional portfolio and to any professional networks in which you are involved (i.e., LinkedIn, Twitter, or any professional organizations). Such a presentation can provide you an opportunity to demonstrate your knowledge, skills, and professionalism to others and to gain meaningful feedback.

In your presentation, you should cite your sources both in your slides and in your references using APA format as outlined in the Ashford Writing Center. You must cite the course textbook as well as at least one other peer-reviewed source. The presentation should be 12 to 20 slides in length, not including title and reference slides. Be sure also to save a copy of your assignment for your Final Project and for future professional development.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.