Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.
How is it different? Traditional Goals & objectives Activities Assessments Backward Design Goals & objectives Assessments Activities
Identify desired results. Set the vision. Focus on the big ideas.
Identify desired results. Determine how students demonstrate their knowledge. Focus on assessment before designing the learning activities. Expand the assessment continuum.
Determine acceptable evidence. Plan instructional activities: Share best practice. Build in collaboration. Ensure success for all learners. Plan learning experiences and instruction. Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
What is important for students to be able to do, know, or perform? What enduring understandings are needed? What provincial standards need to be met? What are the essential questions? Identify Desired Results
Enduring Understandings Worth beingfamiliar with. Important to knowand do. “EnduringUnderstanding” Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Essential Questions Go to the heart of the discipline. Recur naturally throughout one’s learning and in the history of a field. Raise other important questions. Provide subject- and topic- specific doorways to essential questions. Have no one obvious “right” answer. Are deliberately framed to provoke and sustain student interest. Examples
Determine Acceptable Evidence How will enduring understanding be measured? How will assessments vary? Both formal and informal Scope Time frame Setting Structure