Using backward design while developing an online course will ensure that assignments help students in achieving course goals, and that the materials provide students with the knowledge and tools they need to achieve those goals.
Overview
- What is Backward Design?
- Stage 1: Identify Desired Results
- Stage 2: Determine Acceptable Evidence
- Stage 3: Plan Learning Experiences and Instruction
- Backward Design in Action
What is Backward Design?
Backward Design (also known as Understanding by Design) is a course design style which asks instructors to consider learning goals and desired outcomes of the course before creating assignments and designing the schedule of readings for the course.
In contrast to traditional course design, the textbook is not the focus. Rather, backward design is focused on student learning and understanding by guiding the instructor through intentional assessment and assignment design.
Furthermore, backward design enables an open teaching environment in which students know the purpose of the work they are doing (Wiggins and McTighe 2011).
Wiggins and McTighe break down backward design into three stages of development:
- Stage one consists of identifying desired results (learning goals/outcomes)
- Stage two consists of determining acceptable evidence for learners meeting results successfully (assessment)
- Stage three consists of planning learning experiences and instruction based on the previous two stages (sequencing materials)
Identify Desired Results
Learning Outcomes
Wiggins and McTighe provide a list of questions which instructors should ask themselves in this stage of design:
- What are the course goals/outcomes as deemed by the department and/or the instructor?
- What long-term transfer goals are targeted?
- What meanings should students make to arrive at important understandings?
- What essential questions will students keep considering?
- What knowledge and skill will students acquire?
- What established goals/standards are targeted?
Determine Acceptable Evidence
Assessment
In stage two, you will ask yourself the following questions:
- By what criteria will performance be assessed, in light of Stage 1 desired results?
- What additional evidence will be collected for all Stage 1 desired results?
- Are the assessments aligned to all Stage 1 elements?
This is the stage in which you will decide what type of assignments will best suit your needs as they align with the course goals. Some assignment types and considerations include:
- Written assignments: low stakes vs. high stakes, creativity level
- Verbal assignments: speeches, presentations, etc.
- Visual assignments: posters, artworks, videos, etc.
- Service learning and application projects
This is also the stage in which you will decide which assessments are formative and which are summative (we will cover each type of assessment in unit 2).
Plan Learning Experiences and Instruction
Sequence your Course Materials
At this point, you are ready to plan the rest of the course, including reading assignments and daily activities. Wiggins and McTighe suggest asking the following questions:
- What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
- What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments?
- How will the learning plan help students achieve transfer, and meaning and acquisition, with increasing independence?
- How will progress be monitored?
- How will the unit be sequenced and differentiated to optimize achievement for all learners?
- Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?
In unit 3, you will learn more about planning individual lessons and learning experiences for an online course.
Backward Design in Action
Now that you've learned a bit about Backward Design, watch this short video applying it to a real world teaching and learning experience.
According to Wiggins and McTighe, “a teacher’s job is not to simply mention everything in a book or on a topic; our job is to prioritize, make interesting and useful, and ‘uncover’ the content, not merely ‘cover’ it. The textbook should serve as a resource, not the syllabus, in a focused and effective learning plan.”
Credits:
Created with images by Martin Adams - "untitled image" • Aaron Burden - "Two open books" • Aaron Burden - "Two open books"