Backward Design
Overview
Developed by Grant Wiggins and Jay McTighe in Understanding By Design (2005), Backward Design is an educational design framework which places an emphasis on the desired learning outcomes and then works backward from there in setting out how to achieve them. It begins by focussing on what concept or skill the learner should understand or be able to demonstrate at the end of the program and then works backward in planning and designing activities which progress learner understanding to meet that desired outcome.
Developed by Grant Wiggins and Jay McTighe in Understanding By Design (2005), Backward Design is an educational design framework which places an emphasis on the desired learning outcomes and then works backward from there in setting out how to achieve them. It begins by focussing on what concept or skill the learner should understand or be able to demonstrate at the end of the program and then works backward in planning and designing activities which progress learner understanding to meet that desired outcome.
Guidelines for Use
Guideline 1 - Decide upon learning outcomes
The starting point for Backwards Design is by first establishing the desired end result in terms of learning outcomes. What skill or knowledge should the learner be able to demonstrate or understand at the end of the learning process? This could be over the course of a single lesson, or a desired course. A complete course may involve numerous possible learning outcomes, which may number too many for a course to remain clearly focussed. Therefore they should be categorized into which outcomes cover the big picture. What are the fundamentals, or ‘enduring understandings’? Other outcomes will refer to important concepts or skills which support the larger ideas, with the last being things which are tangentially important, or areas which are nice to know. Understanding which learning outcomes are essential will allow the educator to prioritize course materials to meet such an end.
Guideline 2 - Determine what counts as evidence
Once the final learning outcome has been decided upon, the educator must determine what would serve as evidence of this knowledge or skill. What should the learner produce which would meet the requirements of the activity or curriculum? What does understanding look like? Usually, this evidence will come in the form of an essay, test, presentation or other forms of group assignment. Rubrics should be designed that layout guidelines for recognizing differing levels of competency or understanding. It is possible that a student may receive poor grades on an assignment (not following assignment requirements etc) yet still grasp the key learning outcomes.
Guideline 3 - Plan activities which meet the learning outcomes
Once the end goal and evidence of said goal have been determined. Separate activities should be designed which enable the learner to meet the desired outcome. The finished result should be broken down into clear and simple stages, and build upon prior learnings. Any activity which is superfluous to the end goal should be disregarded as a waste of time or distraction from the desired course. It may be best to ensure that activities focus on developing a long-term understanding of a concept as opposed to short-term memorization.
Guideline 1 - Decide upon learning outcomes
The starting point for Backwards Design is by first establishing the desired end result in terms of learning outcomes. What skill or knowledge should the learner be able to demonstrate or understand at the end of the learning process? This could be over the course of a single lesson, or a desired course. A complete course may involve numerous possible learning outcomes, which may number too many for a course to remain clearly focussed. Therefore they should be categorized into which outcomes cover the big picture. What are the fundamentals, or ‘enduring understandings’? Other outcomes will refer to important concepts or skills which support the larger ideas, with the last being things which are tangentially important, or areas which are nice to know. Understanding which learning outcomes are essential will allow the educator to prioritize course materials to meet such an end.
Guideline 2 - Determine what counts as evidence
Once the final learning outcome has been decided upon, the educator must determine what would serve as evidence of this knowledge or skill. What should the learner produce which would meet the requirements of the activity or curriculum? What does understanding look like? Usually, this evidence will come in the form of an essay, test, presentation or other forms of group assignment. Rubrics should be designed that layout guidelines for recognizing differing levels of competency or understanding. It is possible that a student may receive poor grades on an assignment (not following assignment requirements etc) yet still grasp the key learning outcomes.
Guideline 3 - Plan activities which meet the learning outcomes
Once the end goal and evidence of said goal have been determined. Separate activities should be designed which enable the learner to meet the desired outcome. The finished result should be broken down into clear and simple stages, and build upon prior learnings. Any activity which is superfluous to the end goal should be disregarded as a waste of time or distraction from the desired course. It may be best to ensure that activities focus on developing a long-term understanding of a concept as opposed to short-term memorization.
Good Examples of Use
Example 1-Youtube
This tutorial on Youtube give step by step instructions on various topics often using Backwards Design principles as a template.
Example 2- Drawspace
This art learning site breaks themes down into clear, easy-to-follow steps. Each lesson is clearly titled with the end result.
Example 1-Youtube
This tutorial on Youtube give step by step instructions on various topics often using Backwards Design principles as a template.
Example 2- Drawspace
This art learning site breaks themes down into clear, easy-to-follow steps. Each lesson is clearly titled with the end result.
Helpful Resources
Resource 1 - Education.com
Resource 1 - Education.com
- This site offers a detailed explanation of Backwards Design
- This website includes a lesson planning template which incorporates backwards design principles.
- This short video gives a clear overview of the principle
Research
McTighe, J., & Wiggins, G. (n.d.). Understanding By Design. Retrieved from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Sage, J., & DeHart, P. (2018, May 7). Understanding by Design. Retrieved from https://www.suu.edu/cetl/pdf/abriefoverviewofbackwarddesign.pdf
McTighe, J., & Wiggins, G. (n.d.). Understanding By Design. Retrieved from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Sage, J., & DeHart, P. (2018, May 7). Understanding by Design. Retrieved from https://www.suu.edu/cetl/pdf/abriefoverviewofbackwarddesign.pdf