Backward Design
Backward Design
Backward Design
DESIGN
Q UEENIE. B UTALID
PART ONE:
Discussion
PART TWO:
Demonstration
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Name of Pupil: Princess Angel
Age: 6
Grade Level: One
EdGlossary.org
Backward design, also called backward planning or backward
mapping, is a process that educators use to design
learning experiences and instructional techniques to achieve specific
learning goals.
learning-theories.com
Backward Design is a model for designing instructional materials
where the instructor or designer begins the design process with a
focus on the desired results (i.e., the outcome) of instruction.
LE
A
N
O
TI The basic rationale motivating backward design is that
A
R
starting with the end goal, rather than a starting with
the first lesson chronologically delivered during a unit
or course, helps teachers design a sequence of lessons,
problems, projects, presentations, assignments, and
assessments that result in students achieving the
academic goals of a course or unit—that is, actually
learning what they were expected to learn.
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LE
A
N
I O
T Backward design helps teachers create courses and units
A
R
that are focused on the goal (learning) rather than the
process (teaching). Because “beginning with the end” is
often a counterintuitive process, backward design gives
educators a structure they can follow when creating a
curriculum and planning their instructional process.
Advocates of backward design would argue that the
instructional process should serve the goals; the goals—
and
More.. the results for students—should not be determined
by the process.
Originator / Contributors of the Bacward Design:
Ralph W. Tyler introduced the idea of "backward design" (without
using this particular term) in 1949 when referring to a statement of
objectives. A statement of objectives is used to indicate the kinds
of changes in the student to be brought about so that instructional
activities can be planned and developed in a way likely to attain 94%
these objectives.[9]
The term "backward design" was introduced to curriculum design
in 1998/99 by Jay McTighe and Grant Wiggins (
Understanding by Design). The somewhat idiosyncratic term is
ultimately due to James S. Coleman, who in his Foundations of
80%
Social Theory (1990) used it to parallel the term "backward
policing" which he coined for a policy which he found in the
production process in Honda factories.
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E
N
O
E
G
A
ST Identify the results
desired (big ideas
and skills)
Filter No. 1. To what extent does the idea, topic or process represent a “ big
idea” having enduring value beyond the classroom?
Filter No. 2. To what extent does the idea, topic, or process reside at the
heart of the discipline?
Filter No. 3. To what extent does the idea, topic or process require
uncoverage?
Filter No. 4. To what extent does the idea, topic or process offer potential for
engaging students?
O
TW
E
G Determine acceptable levels of
TA
S
evidence that support that the
desired results have occurred
(culminating assessment tasks)
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The importance of assessment:
The primary starting point for backward design is to become
familiar with the standards/outcomes for the grade level and
curriculum being taught. The second part of curriculum
planning with backward design is finding appropriate
assessments. It can be difficult for "traditional" educators to
switch to this model because it is hard to conceptualize an
assessment before deciding on lessons and instruction. The
idea is that the assessments (formative or summative) should
meet the initial goals identified.
Wiggins and McTighe (2008) also utilize the "WHERE"
approach during the assessment stage of the process
•W stands for students knowing where they are
heading, why they are heading there, what they
know, where they might go wrong in the process,
and what is required of them.
•H stands for hooking the students on the topic of study.
•E stands for students exploring and experiencing
ideas and being equipped with the necessary
understanding to master the standard or outcome being
taught.
•R stands for providing opportunities for students
to rehearse, revise, and refine their work.
•E stands for student evaluation.
EE
R
TH
E
TA
G Design activities that
S
will make desired
results happen
(learning events)
What knowledge and skills students will Consider teaching methods, sequence of
need to achieve the desired results lessons, and resource materials
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EA K
T AS
T
1.The teacher then creates a series of lessons, projects, and supporting instructional strategies intended to
progressively move student understanding and skill acquisition closer to the desired goals of the unit.
2.The teacher then determines the formative-assessment strategies that will be used to check for understanding and
progress over the duration of the unit (the term formative assessment refers to a wide variety of methods—from
questioning techniques to quizzes—that teachers use to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course, often for the purposes of modifying lessons
and teaching techniques to make them more effective). Advocates typically argue that formative assessment is
integral to effective backward design because teachers need to know what students are or are not learning if they are
going to help them achieve the goals of a unit.
3.The teacher may then review and reflect on the prospective unit plan to determine if the design is likely to achieve
the desired learning goals. Other teachers may also be asked to review the plan and provide constructive feedback
that will help improve the overall design.
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Backward design challenges "traditional" methods of
curriculum planning. In traditional curriculum planning, a
list of content that will be taught is created and/or
selected.
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In backward design, the educator starts with goals, creates
or plans out assessments and finally makes lesson plans.
Supporters of backward design liken the process to using a
"road map".
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In this case, the destination is chosen first and then the
road map is used to plan the trip to the desired
destination. In contrast, in traditional curriculum
planning there is no formal destination identified before
the journey begins.
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The idea in backward design is to teach toward the
"end point" or learning goals, which typically ensures
that content taught remains focused and organized.
This, in turn, aims at promoting better understanding of
the content or processes to be learned for students.
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The educator is able to focus on addressing what the
students need to learn, what data can be collected to
show that the students have learned the desired
outcomes (or learning standards) and how to ensure
the students will learn. Although backward design is
based on the same components of the ADDIE model,
backward design is a condensed version of these
components with far less
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According to Doug Buehl (2000), the advantages of backward design include:
Students are not as likely to become so lost in
the factual detail of a unit that they miss the
point of studying the original topic.
Instruction looks toward global understandings
and not just daily activities; daily lessons are
constructed
Your Title Here
with a focus on what the overall
"gain" from the unit is to be.
Assessment is designed before lesson planning,
so that instruction drives students toward
exactly what they need to know.
Application/Demonstration:
Here is a practical example of a 5th grade teacher developing a three-week unit on nutrition.
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Teacher effectiveness is measured more
on the success of the students based on
formulated assessments rather than
ability to connect knowledge and skills
to the needs and interests of students.
Thus, lack of concern with social and
cultural differences within the
classroom
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Others caution that there are risks of
incorrectly identifying which knowledge is
essential for students to understand.
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There are concerns for too narrow a focus on
results, where a design does not address all
elements of a lesson or workplace needs and results
in little flexibility to incorporate alternate paths to
achieve a final goal
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Finally, the Backward Design process can be
time consuming (to learn and in practice).
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CONCLUSION
As a strategy for designing, planning, and sequencing curriculum
and instruction, backward design is an attempt to ensure that
students acquire the knowledge and skills they need to succeed in
school, college, or the workplace. In other words, backward design
helps educators create logical teaching progressions that move
students toward achieving specific—and important—learning
objectives. Generally speaking, strategies such as backward design
are attempts to bring greater coherence to the education of
students—i.e., to establish consistent learning goals for schools,
teachers, and students that reflect the knowledge, skills, conceptual
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understanding, and work habits deemed to be most essential.
REFERENCES:
https://www.edglossary.org/backward-design/
https://www.learning-theories.com/backward-design.html
https://educationaltechnology.net/wp-content/uploads/2016/0
1/backward-design.pdf
https://en.wikipedia.org/wiki/Backward_design#ADDIE_model
_of_design
https://www.healthykids.nsw.gov.au/downloads/file/teachersc
hildcare/NutritionQuiz.pdf
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_
WhitePaper0312.pdf