Backwards Design
From: Wiggens, J. and J. McTighe (2006). Understanding by Design. Alexandria, Virginia. Association for Supervision and Curriculum Development. (read online)
Teachers traditionally start curriculum planning with activities and textbooks rather than looking at the big picture with the end goals in mind. In the backward design model, the teacher starts with the desired results, and then derives the curriculum.
Backwards design is an instructional design method advocated by Wiggins and McTighe
Backward design begins with the end in mind: What enduring understandings do I want my students to develop?”The model has 3 stages:
- Identify desired results (learning outcomes)
- What should students know, understand, and be able to do?
- What is worthy of understanding?
- What enduring understandings are desired?”
- Determine Acceptable Evidence (means to assess if learners have learnt
- How will we know if students have achieved the desired results and met the standards?
- What will we accept as evidence of student understanding and proficiency?”
- Plan learning experiences and instruction. This includes:
- definition of knowledge (know-that), skills and procedures (know-how) students ought to master
- definition of materials
- definition of learning /teaching activities (scenarios).
| Design Question | Design Construction | Design Crieteria |
| (1) What is worthy of understanding? |
|
|
| (2) What is the evidence of understanding? |
|
|
| (3) What learning experiences will promote understanding and interest? |
|
|