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Backwards Design Model

The document describes a 3-stage backwards design model for planning curriculum and instruction. [Stage 1 focuses on identifying learning goals and desired results. Stage 2 plans assessments to measure student understanding. Stage 3 designs learning activities to help students achieve the goals.] The model provides questions and considerations to guide each stage of the design process. Following this process is intended to result in coherent lessons and assessments aligned with desired student learning outcomes.

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102 views

Backwards Design Model

The document describes a 3-stage backwards design model for planning curriculum and instruction. [Stage 1 focuses on identifying learning goals and desired results. Stage 2 plans assessments to measure student understanding. Stage 3 designs learning activities to help students achieve the goals.] The model provides questions and considerations to guide each stage of the design process. Following this process is intended to result in coherent lessons and assessments aligned with desired student learning outcomes.

Uploaded by

api-333026396
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Backwards Design Model

The following model and graphic organizer was developed based on the model from Strong
Start, Great Teacher in New South Wales, Australia.

Stage 1 Stage 2 Stage 3


Focuses on identifying what Focuses on evidence of learning by Focuses on what learning activities
students will understand, will know assessment. will lead to the desired results
and will be able to do
Description Identify the desired Plan performance Plan learning
results for students tasks and evidence activities that will
Establish the overall understanding that lead students to the
goal(s) of the is required desired results
learning Performance tasks
sequence/unit using determine what the
CCSS students will
demonstrate in the
unit and what
evidence will prove
their understanding
This can include self-
reflections and self-
assessments on
learning
Design What should What is the evidence What learning
Questions students come away of desired results activities promote
understanding, (i.e., desired understanding,
knowing, and able to understanding)? knowledge, skill, and
do? student interest?
Design CCSS Six facets of Research-based
Considerations Teacher expertise understanding: repertoire of
and interest explanation, learning and teaching
interpretation, strategies.
application, Essential and enabling
perspective, knowledge and skills.
empathy, self-
knowledge
Filters (Design Enduring ideas Valid, reliable, Where and why
Criteria) Opportunities for authentic, and Hook and hold
authentic, discipline- sufficient Explore, experience,
based work assessment enable, equip
Reflect, rethink,
revise
Evaluate work and
progress
Tailor and
personalize the word
Organize for optimal
effectiveness
Results in: A unit or sequence A unit or sequence Coherent learning
of lessons framed of lessons anchored experiences &
around enduring in credible and vital teaching that evoke
understanding and evidence of the and develop the
essential questions desired desired
understanding understandings,
promote interest,
and make excellent
performance more
likely

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