Backward design is an approach to planning and developing a unit, a course, or a curriculum that starts with the end in mind.  In Understanding by Design, Wiggins and McTighe (2005) suggest that “our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable” (p. 14).  Therefore, the backward design model begins with identifying the “desired results” (Wiggins and McTighe, 2005, p. 17) that we want students to achieve by participating in a course.  The design process then shifts to determining how best to assess student understanding.  Finally, planning focuses on the instructional materials and activities that will be used to help students move toward the learning outcomes. 

The first stage of the backward design process involves figuring out what students should know and/or be able to do by the end of a lesson, a unit, or a course.  This requires you to think first about the standards, outcomes, or competencies that students need to meet.  Wiggins and McTighe (2005) take it one step further and suggest that, since there is often more content to learn than time available, it is important to prioritize the most important “understandings” and clearly articulate what is expected of the students.  In Understanding by Design, Wiggins and McTighe outlined a set of design standards for each stage of the design process.  During the first stage of the process, the following questions should be considered:

1. “Are the targeted understandings, enduring, based on transferable, big ideas at the heart of the discipline, and in need uncoverage?
   
2. Are the targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer?
   
3. Are the essential questions provocative, arguable, and likely to generate inquiry around the central ideas?
   
4. Are appropriate goals identified?
   
5. Are valid and unit-relevant knowledge and skills identified?” (Wiggins and McTighe, 2005, p. 28).
   

During the first stage of the backward design process, it is essential to clearly state the learning outcomes in order to make them concrete.  Articulating the outcomes lays the foundation (no pun intended) for the rest of the design process and ensures that there is a clear goal toward which instruction is headed.

The second stage of backward design is to determine how best to assess whether or not students have reached the targeted learning goals.  It is important to choose assessments that authentically measure student learning.  Depending on the nature of the learning goals, a variety of assessment types may (and should) be used.  Objective assessments may be appropriate for certain learning goals.  Often times, performance-based assessments provide more detailed evidence of what students know and can do.  Ultimately, it is critical to choose and create assessments that authentically align to the outcomes developed during the first stage of the design process.  The following questions should be considered when assembling the assessments:

1. “Are students asked to exhibit their understanding through authentic performance tasks?
   
2. Are appropriate criterion-based scoring tools used to evaluate student products and performances?
   
3. Are various appropriate assessment formats used to provided additional evidence of learning?
   
4. Are the assessments used as feedback for students and teachers, as well as for evaluation?
   
5. Are students encouraged to self-assess?” (Wiggins and McTighe, 2005, p. 28).
   

The final stage of the backward design process involves curating the instructional materials and activities that will be used to lead students through the learning process.  An important point to consider during this stage is that the instructional plan needs to align with the learning outcomes and with the assessments used to measure student learning.  It is essential to critically evaluate the appropriateness of each material and learning activity.  Does a chosen resource present the key information that students need to learn?  Does a chosen activity provide students the chance to practice skills in a manner similar to how they will be assessed?  Are the materials and activities sequenced in a way that effectively scaffolds students toward the desired results?  Wiggins and McTighe (2005) suggest that the following questions be considered during the third stage of the design process:

1. “Will the students know where they’re going, why the material is important, and what is required of them?
   
2. Will the students be hooked—engaged in digging into the big ideas?
   
3. Will the students have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performances?
   
4. Will the students have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely feedback?
   
5. Will the students have an opportunity to evaluate their work, reflect on their learning, and set goals?
   
6. Is the instructional plan tailored and flexible to address the interests and learning styles of all students?
   
7. Is the instructional plan organized and sequenced to maximize engagement and effectiveness?” (p. 28).
   

When thinking about backward design, the word “backward” implies a couple of meanings.  First, the model approaches instructional design in the reverse order by looking initially at the learning outcomes and assessments.  This is followed by developing the instruction that leads students toward meeting the learning goals.  Second, the approach is backward in that the steps are the opposite of how instructional planning traditionally occurs.  The backward design model makes logical sense, but it can be challenging to initially apply.  It takes practice to shift your thinking and to approach instructional design in the manner suggested by Wiggins and McTighe.  In the end, though, using the backward design approach can help you ensure that your instructional plan leads to the desired results; and in doing so, students in your courses will reap the benefits of effective, efficient, and engaging learning opportunities.

References:

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed. ed.). Alexandria, VA: Association for Supervision and Curriculum Development.