Backward+Design+Model


 * 1) Robert Cowan

**__Description__** Backward design (BD) is sometimes referred to as backward development. Briefly stated, BD develops goals first, assessments second and then activities third. It is the opposite of the way most educators think, and most curriculums are taught. In many classrooms, building activities that fall within a goal are taught and then assessments are generated to gauge learning. Wiggins and McTighe are the chief proponents of BD; please see their text listed below. Backward design is comprised of three stages: 1) Identify desired results; 2) Determine acceptable evidence; and 3) Plan learning experiences and instruction. “In stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations”. In completing this stage we must answer four basic questions:
 * 1) What are our goal(s) that the design targets?
 * 2) What understandings are desired from students?
 * 3) What essential questions are considered?
 * 4) What skills and knowledge will students acquire as a result?

In stage 2 we determine what “collected evidence [is] needed to document and validate that the desired learning has been achieved”. In this stage, we can check for the 'six facets of understanding' described by Wiggins and McTighe:
 * 1) Can students explain?
 * 2) Can students interpret?
 * 3) Can students apply?
 * 4) Do students have perspective?
 * 5) Can students empathize?
 * 6) Do students have self-knowledge?

Finally, in stage 3 we determine “appropriate instructional activities” (Huff, 2007). Satisfactory completion at this stage would be determined by the effectiveness and engagement of the instructional activities. Six questions to ask in determining this include:
 * 1) ﻿Do students know why the material is important and what is required?
 * 2) Are students motivated to look further into bigger ideas?
 * 3) Do students have opportunities for exploration and experiences?
 * 4) Do students have a chance to evaluate their work?
 * 5) Are the instructional activities flexible for all types of student learning styles?
 * 6) Are the instructional activities organized in a way that promotes the maximum amount of engagement and effectiveness?

I like to compare teaching to manufacturing. If you wanted to build a great car, would you design a frame, fenders and a drive-train, and then build your car? No, you choose design elements, and then figure out how to meet the design goals. Are you building a passenger car, sports car or SUV? This is the logic we should be using when designing curriculum.

[] – A very solid review, better and more thorough than our text.
 * __ Information Resources __**

[] - Principles of Backward Design (Tasmanian Department of Education).

Ornstein, A. & Hunkins, F. (2009). //Curriculum: Foundation, principles, & issues (5th////edition)//.Boston,MA: Allyn & Bacon.

Wiggins, Grant, and Jay McTighe. // Understanding by Design. // Expanded 2nd Edition. Alexandria, VA: ASCD, 2005.

**__Strategies and Ideas for Implementation__**

I will be using this in the next few weeks when building my new lesson plans. I will take my counties’ curriculum map, breaking it into nine week blocks, determining what needs to be mastered, developing assessments, and then building materials to meet these student learning objectives. My syllabus will reflect these plans. This is a great deal of work early, but should make each block run more smoothly and result in higher achievement levels for students. Parents will be able to see the direction of each class and each subject and will be a stronger influence in their child’s learning.