When mentoring our pre-service and in-service teachers we need to demonstrate how the five step process of Backward Design (*Wiggins & McTighe, 1998) can be incorporated into lesson planning.
We will create a lesson plan to welcome a student or co-teacher into the fifth grade day or supplemental school classroom of a mentor teacher.
According to the Backward Design framework of *Wiggins & McTighe the third step is to decide what evidence of understanding students need to demonstrate to prove that they comprehend the enduring Jewish knowledge of the lesson.
At the top of this post you will find a sample backward design lesson plan template into which the enduring Jewish knowledge, Hachnasat Orchim, welcoming guests, a set of essential questions, and the evidence of understanding are written.
*Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA. Association for Supervision and Curriculum Development.
On the next post we will discuss what student skills and classroom activities students can do to demonstrate that they both understand and can apply the enduring Jewish knowledge ( i.e. Hachnasat Orchim) of the lesson.