Instructional Design Map For Lesson Planning
Learning Standards Core Competencies
Curricular Competencies Communication Thinking Personal and Social
Big Ideas Design Considerations
and Content
▫ Communicating ▫ Creative Thinking ▫ Personal Awareness
• What is the key concept that this • Which curricular competencies will • What authentic tasks will be used to engage ▫ Collaborating ▫ Critical and Reflective and Responsibility
lesson supports the learning of? be the learning target? students? (Differentiated Instruction) Thinking ▫ Positive Personal and
• What essential question will drive • Which curricular content will be the • How does the learning environment foster higher Cultural Identity
the lesson? learning target? order thinking? ▫ Social Awareness and
• Describe how the learning environment was Responsibility
adapted to accommodate the needs and interests
of individual students in inclusive classrooms? Check off the sub-core competencies that will be the focus of this lesson.
• Do any specific modifications need to be included Briefly describe how and why.
for individual students?
Cross-Curricular Connections First Peoples Principles of Learning
• How will this lesson promote transferrable learning? Which First Peoples Principles of Learning does this lesson embrace? Use the checklist and then explain how these have been
• How was flexibility built into the lesson design to meaningfully integrated into this lesson.
honour the diverse ways students think, learn, and ▫ Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
develop their thinking and learning? ▫ Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships,
and a sense of place).
▫ Learning involves recognizing the consequences of one's actions.
▫ Learning involves generational roles and responsibilities.
▫ Learning recognizes the role of Indigenous knowledge.
▫ Learning is embedded in memory, history, and story.
▫ Learning involves patience and time.
▫ Learning requires exploration of one's identity.
▫ Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
Assessment Design
How will the evidence of student learning be documented and shared?
Check off the ones used. List others used.
Formative (As, For) Summative (Of)
▫ Observation ▫ Test/quiz ▫ Conference ▫ Portfolios ▫ Unit test ▫ Projects
▫ Anecdotal notes ▫ Questionnaires ▫ Peer-assessment ▫ Self-assessment ▫ Final reflection ▫ Presentations
▫ Interview ▫ Work samples ▫ Self-assessment ▫ Peer-assessment ▫ Speeches ▫ Reports, oral/written
▫ Inventories/surveys ▫ Checklist
Reflection
▪ What is the evidence of student metacognition?
▪ What went well in the lesson?
▪ What would you revise if you taught the lesson again?
▪ Comment on ways you modelled and acted within the
Professional Standards and Ethics of BC Educators.
