Backward Design

Touching on "GOOD DESIGN"

• What encompasses good design? 
• Good design is comprised of...   
• Curriculum, assessment, & instruction
• Focuses on developing & deepening understanding of important ideas 
• (G. P. Wiggins & J. McTighe, 2005)

BACKWARD DESIGN

• 3 stages of UbD  | Backward Design |
• Stage 1. Identify Desired Results 
• Stage 2. Determine Acceptable Evidence
• Stage 3. Plan Learning Experiences & Instruction
• UbD can also be thought of in terms of "purposeful task analysis"

BACKWARD DESIGN

• Stage 1. Identify Desired Learning Outcomes
• What do we want students to know, understand, & be able to do?
• What are the learning intentions? Objectives? Goals?

BACKWARD DESIGN

• Stage 2. Determine Acceptable Evidence
• Has the student thus achieved the desired learning objectives?
• What questions & tasks will provide evidence of achievement? 
• Are there students who have not yet succeeded in the intended learning?
• What is the criteria or plan of action for attaining success?

BACKWARD DESIGN

• Stage 3. Plan Learning Experiences & Instruction
• What instructional activities will ensure success for students?
• Which tasks clearly provide evidence of the intended learning objectives?

PURPOSE & INTENT

• Backward Design puts intent focus on learning outcomes  
• The 3 stages are an iterative process, not a linear progression 
• Each stage leads into the revisions & improvement of the others 
• Use this framework, list learning objectives, & provide evidence

AUDIENCE

• How can desired results be achieved with our targeted audience?
• Create engaging learning experiences so students consider BIG IDEAS 
• Focus on students  interests, developmental levels, & previous knowledge

TEMPLATE & FEATURES OF MODEL

• S1. Established Goals, Understandings/ Essential ?s
• S2. Performance Tasks/ Other Evidence
• S3. Learning Activities
• (G. P. Wiggins & J. McTighe, 2005) 

APPLICATION OF BACKWARD DESIGN

• Sequence the teaching & learning experiences to...
• Equip students to engage with, develop, & demonstrate understanding
• Create key teaching & learning activities in a sequenced order 
• Highlight the specific learning goals of the unit or curriculum
• (G. P. Wiggins & J. McTighe, 2005)

BENEFITS

• Gain clarity on proposed goals
• Craft an innate understanding
• "Think like an Assessor"
• Encourages educators & curriculum planners/ designers to...
• Recognize understanding through ability to perform flexibly

CHALLENGES

• More content > available time = must make calculated choices & prioritize 
• Focusing on activity oriented planning, "hands-on without being minds-on" 
• Planning for coverage & concentrating on teaching the content
• Time consuming

Learn more

• https://www.youtube.com/watch?v=4isSHf3SBuQ
• https://www.youtube.com/watch?v=vgNODvvsgxM
• https://www.youtube.com/watch?v=WsDgfC3SjhM
• Videos include: What is UbD?, Understanding by Design Part I & II

SOURCES & REFERENCES

• Backward Design.  (n.d.). Retrieved September 1, 2014 from http://yorkscience.org.uk/2013/03/backward-design/
• Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
• What is UbD? Grant Wiggins Answers, with Video Cases. (n.d.). Retrieved September 6, 2014, from https://www.youtube.com/watch?v=WsDgfC3SjhM
• Grant Wiggins - Understanding by Design (1 of 2). (n.d.). Retrieved September 6, 2014, from https://www.youtube.com/watch?v=4isSHf3SBuQ