The Design Process

1. The Design Process Chapter XI - Review

2. Objective By the end of this chapter you will learn: • The entry points in the (3 step Backward Design Model) • How to revise existing designs if available • The Unit Design Cycle (First Design then Teach)

3. What do you see? Model 1 Model 2

4. Doorways to Design • “Good teachers are made not born.” They are made by spontaneous interactions with students during the lesson. • Having a template is like having a key to open doors to design and deliver a lesson, effectively and with ease.

5. Entry Points to Design Process Begin with content standards (an important topic) An important skill or process Begin by considering real world application (Goals) Begin with a key text or resource Begin with a favorite activity or familiar unit A significant test

6. Revising Existing Designs • Let’s review two different lesson plans that we have been using for our Elementary Pashto language class. • Lesson Plan 1.1 • Lesson Plan 1.2

7. Tackling with unavoidable dilemmas The easiest way to tackle these challenges are that once you finish from class go back to your design template and ask yourself: • What worked for you this week? Say why, briefly. • What didn’t work? Say why, briefly. • Or you can have your weekly feedback –Form which will be a checklist for your nextClass (What Worked? – What Didn’t?)

8. Unit Design Cycle • Design should be based on what? • Goals or Standards in Mind (National Standards for Foreign Language Education) • Performance Gaps • Reviewed and approved by Experts • Teach it: Teaching should include spontaneous interaction with students and should cover the following: • In-Class Observations • Formative Assessments (Student Works) • Student Feedback • Analysis of Summative student work.

9. Teach by goals in mind

10. Q & A