The backward design model was developed by Wiggins & McTighe as a 3-phase process that begins with identifying learning outcomes, then determining assessments, and finally planning learning activities. This inverts the typical process of starting with content. The phases are: 1) identify clear, specific learning outcomes using Bloom's taxonomy, 2) define assessment criteria aligned to outcomes, and 3) design learning opportunities and instructional methods to achieve the outcomes and assessments. Backward design prioritizes achieving learning objectives and provides flexibility to design effective instructional strategies.

1. Backward Design
Donald Tive
Elearning- CEL 420
u04832044
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2. Backward
design
Who developed the backward design model?
What is backward design?
How does backward design work?
Why should one use the backward design model?
In this lesson, I will answer the
following questions

3. Backward design?
• The Backward design model was developed by Wiggins & McTighe (2005) in their
book titled “Understanding by Design”.
• This model assumes a three-phased process, which inverts the typical design process

4. Backward design?
• The Backward design model was developed by Wiggins & McTighe (2005) in their
book titled “Understanding by Design”.
• This model assumes a three-phased process, which inverts the typical design process
1. Identify intended learning outcomes
This model inverts the general idea of beginning the design process with the content in
mind, and it instead proposes that the ultimate learning objectives should be the first
and foremost starting point in the instructional design process.
• Clear and specific learning outcomes should be developed with use of Blooms
taxonomy

5. Backward design?
• The Backward design model was developed by Wiggins & McTighe (2005) in their
book titled “Understanding by Design”.
• This model assumes a three-phased process, which inverts the typical design process
1. Identify intended learning outcomes
This model inverts the general idea of beginning the design process with the content in
mind, and it instead proposes that the ultimate learning objectives should be the first
and foremost starting point in the instructional design process.
• Clear and specific learning outcomes should be developed with use of Blooms
taxonomy
2. Determine the appropriate assessment criteria
Having already identified the intended learning outcomes, the next step is to determine
the appropriate assessment criteria that defines what constitutes evidence of learning
or achievement of intended learning outcomes.
• To ensure the alignment of the curriculum and the assignments (constructive
alignment design, Biggs (2003)), appropriate Blooms verbs should be used to define
the assessment criteria.

6. Backward design?
• The Backward design model was developed by Wiggins & McTighe (2005) in their
book titled “Understanding by Design”.
• This model assumes a three-phased process, which inverts the typical design process
1. Identify intended learning outcomes
This model inverts the general idea of beginning the design process with the content in
mind, and it instead proposes that the ultimate learning objectives should be the first
and foremost starting point in the instructional design process.
• Clear and specific learning outcomes should be developed with use of Blooms
taxonomy
2. Determine the appropriate assessment criteria
Having already identified the intended learning outcomes, the next step is to determine
the appropriate assessment criteria that defines what constitutes evidence of learning
or achievement of intended learning outcomes.
• To ensure the alignment of the curriculum and the assignments (constructive
alignment design, Biggs (2003)), appropriate Blooms verbs should be used to define
the assessment criteria.
3. Plan the learning opportunity and a suitable instructional method
• Once you have identified the intended learning outcomes, and defined the
assessment criteria, the final step is to plan and design the learning opportunity
using instructional methods which are suitable for the achievement of the intended
learning outcomes and its associated assessment criteria.

7. Backward design?
• The Backward design model was developed by Wiggins & McTighe (2005) in their
book titled “Understanding by Design”.
• This model assumes a three-phased process, which inverts the typical design process
1. Identify intended learning outcomes
This model inverts the general idea of beginning the design process with the content in
mind, and it instead proposes that the ultimate learning objectives should be the first
and foremost starting point in the instructional design process.
• Clear and specific learning outcomes should be developed with use of Blooms
taxonomy
2. Determine the appropriate assessment criteria
Having already identified the intended learning outcomes, the next step is to determine
the appropriate assessment criteria that defines what constitutes evidence of learning
or achievement of intended learning outcomes.
• To ensure the alignment of the curriculum and the assignments (constructive
alignment design, Biggs (2003)), appropriate Blooms verbs should be used to define
the assessment criteria.
3. Plan the learning opportunity and a suitable instructional method
• Once you have identified the intended learning outcomes, and defined the
assessment criteria, the final step is to plan and design the learning opportunity
using instructional methods which are suitable for the achievement of the intended
learning outcomes and its associated assessment criteria.
• Backward design is a model that forces one to state a learning objective and map a
way to reach that specific learning objective.
• Such an approach prioritizes achieving learning objectives and provides the lecturer
with enough flexibility to design means of achieving the goal.
• It is also a suitable model of ensuring the constructive alignment of objectives,
assessments and learning activities

8. Backward design?
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Biggs, J. (2003) Aligning teaching for constructing learning . The Higher Education Academy
Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development ASCD
PotentiallyCoherent. (2015, April 26). Backward design process.
Retrieved from: https://www.youtube.com/watch?v=QbKx_tG99ho
References