Scott Edward Moran, Ph.D.
moran.scott1@gmail.com 210-269-7531
On this page, you will find...
Tasks
1. Consider the basic principles of Backward Design.
2. Consider a sample Backward Design template.
3. Create your own Backward Design template for a unit you will be teaching.
Part 1: Backward Design
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It innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses.
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It lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them.
Part 2: Identify Desired Results
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What should participants hear, read, view, explore or otherwise encounter?
This knowledge is considered knowledge worth being familiar with. Information that fits within this question is the lowest priority content information that will be mentioned in the lesson, unit, or course.
What knowledge and skills should participants master?
The knowledge and skills at this substage are considered important to know and do. The information that fits within this question could be the facts, concepts, principles, processes, strategies, and methods students should know when they leave the course.
What are the big ideas and important understandings participants should retain?
The big ideas and important understandings are referred to as enduring understandings because these are the ideas that instructors want students to remember sometime after they’ve completed the course.
Part 3: Determine Acceptable Evidence
The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning. In the previous stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. Consider the following two questions at this stage:
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How will I know if students have achieved the desired results?
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What will I accept as evidence of student understanding and proficiency?
Use the list below to help brainstorm assessment methods for the learning goals of the course.
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Term papers.
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Short-answer quizzes.
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Free-response questions.
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Homework assignments.
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Lab projects.
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Practice problems.
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Group projects.
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Part 4: Plan Learning Experiences and Instruction
The final stage of backward design is when instructors begin to consider how they will teach. This is when instructional strategies and learning activities should be created. With the learning goals and assessment methods established, the instructor will have a clearer vision of which strategies would work best to provide students with the resources and information necessary to attain the goals of the course. Consider the questions below:
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What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
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What activities will equip students with the needed knowledge and skills?
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What will need to be taught and coached, and how should it best be taught, in light of performance goals?
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What materials and resources are best suited to accomplish these goals?
Instructional strategies:
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Practice with Backward Design
There are many templates available online for designing with the end in mind. The key idea is to start by thinking about what you ultimately want students to produce and work backward. One template can be seen below.
Blank Backward Design Template
Blank Backward Design Template PDF
Example Backward Design Template
Example Backward Design Template PDF
Assignment
Your Backwards Design Template for this Unit
Create your own design template with the end in mind first. Work backward. You don't have to include every single detail. Just give yourself a sense of how planning backward could help you and improve your instruction. Please post your final product (it may be completed over the course of the entire training) to the class Padlet with your full name and campus name.
Assignment
Reflection
How can the process of planning your units backward help you to create lessons that interest students and have real-world applications while including your standards? Post your thoughts to the class Padlet with your full name and the name of your campus.
Students will have three primary goals for this unit.
First, they will be working to research a chosen SDG and consider a scenario-based lesson. Second, they will need to determine how they will educate others in terms of their SDG, for most people know very little about the SDGs. Finally, they will be creating a multimedia presentation and persuasive letter meant to convince people to take action regarding their SDG. Be thinking about these three aspects of the project at all times.
Alternatively, students can
construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity OR
evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.
Extension: Enter your multimedia project in the worldof8billion video contest.
Extension: Use the Five Thinking Hats Method when reading: Five Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved.
You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic “thinking hat.” By mentally wearing and switching “hats,” you can easily focus or redirect thoughts, the conversation, or the meeting.