Use the 3 Steps of Backward Design to Drive Your Instructional Planning Forward

 

When it comes to planning for organized instruction, backward design is a powerful, research-based strategy that can be used across disciplines and learner types. By beginning with the end in mind, educators prioritize intended learning outcomes, which then allows them to focus on the development of effective learning experiences. Wiggins & McTighe (2005) outline a three-step process for backward design in Understanding by Design:

1. Identify desired results. The most effective intended learning outcomes are specific, measurable, realistic, and learner centered. Educators can define learning outcomes by using this sentence starter: “By the end of this lesson/unit/course,  learners will be able to [ACTIVE VERB]...”  

2. Determine acceptable evidence. Next, align assessments and performance tasks with the intended learning outcomes. To properly assess learners’ growth and mastery, utilize both formative and summative assessments along with well-designed rubrics.

3. Plan learning experiences and instruction. Once assessments are aligned to the intended learning outcomes, develop relevant and engaging learning activities that support the desired outcomes. Selecting appropriate materials and resources becomes much easier when intended learning outcomes, assessments, and learning activities are aligned. 

Backward design benefits educators and learners by enhancing clarity, improving motivation, and optimizing resource use. Ultimately, backward design significantly enhances educators’ ability to deliver organized and effective instruction for learners.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd edition). ASCD

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