We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.

1. STUDENT-CENTERED
BACKWARD DESIGN
What? How? And Why?

2. What is backwards design?
 At the most basic, textbook level,
backwards design means planning
the desired outcomes or goals first.
 Then, the teacher asks, “How will
students demonstrate an
understanding or achievement of
these goals.”
 Burden, P. Byrd, D (2013) pg. 70

3. What is backwards design?
 This video helps explain backwards
design through a scenario where friends
are not prepared for a day out together.
 The most important part of this video is
that it mentions planning with the end in
mind.
 https://www.youtube.com/watch?v=3Xzi2cm9
WTg

4. What is backwards design?
 Grant Wiggins assures the beginning
teacher that everything that is taught and
done in the classroom is to reach the
original desired goal.
 In this video, we see case studies that
depict the use of UbD, or backwards
design.
 https://www.youtube.com/watch?v=WsDgfC3S
jhM

5. What is backwards design?
 Burden and Byrd (2013) list the following steps
in illustrating the process of planning using the
concept of backwards design:
 Select and then analyze the outcome or standard to be achieved.
 Design or select an assessment through which students can
demonstrate mastery of the standards.
 Identify what students must know and be able to do to perform well on
the assessment.
 Plan and deliver instructional activities that include direct instruction and
teacher-student interaction.
 Provide all students with adequate opportunities to learn and practice
the necessary skills and knowledge. (more on this in later slides)
 Assess students and examine their results to plan further instruction or
individual support.

6. Why backwards design?
 This cartoon skit explains why a teacher is
using backwards design.
 He says he wants his students to be able
to apply the understanding to other
classes or other subjects.
 https://www.youtube.com/watch?v=0iGPtTA_Y
js

7. Why backwards design?
 One of the most important reasons to utilize
the backwards design tool is so students are
always working forward.
 If a teacher knows the content of their subject
well enough she can plan for the end at the
beginning and have students work toward that
end.
 For the teacher, the design process is
backward; for the student, the progression is
forward.

8. Why backwards design?
 Burden and Byrd (2013) list many reasons for
course planning.
 Course planning is the organization and scheduling of content to be
taught during the time allotted for the course.
 Course planning allows teachers to become familiar with the content
ahead of time
 It allows teacher to determine the sequence in which content will be
taught
 It allows teachers to make changes from the last time they taught a
particular topic
 It allows teacher to develop a schedule of when topics will be taught
 It allows teacher to take into account the changes in curriculum or
student needs (more in later slides)

9. How to utilize backwards
design?
 We have seen how the backward design process
is determined by goals and outcomes.
 These goals and standards are almost identical for
all students.
 Now, the teacher must develop ways to assess
student progression toward that goal or desired
outcome.
 Most assessments (F/S) will be similar, but some
accommodation may be necessary.
 Finally, the teacher develops lessons and
activities that will help students succeed on the
various assessments.
 Here, we can use several angles of differentiation
(DI) with reference to classroom management
strategy.

10. How to utilize backwards
design?
 This video by Michigan State University takes
a step by step look at how to use backwards
design.
 https://www.youtube.com/watch?v=DTxnTNXP
K3g

11. Backward Design with
Differentiation in mind
 Differentiation in this context is… the process of
planning decisions made by teachers with a
student-centered orientation.
 So, instead of an orderly “script” we need to
anticipate offshoots of student uniqueness.
 It requires…
 clearly understood goals/destination
 multiple strategies
 flexible grouping
 an increased in formative monitoring.

12. Pre-assessment data and student
learning styles
 It is imperative that we understand our
students on an individual level and know
where they are starting from if we are going to
usefully group them.
 While many lessons can take the same form
year to year, we need to account for specific
student positions in order to “tailor” or “fit” the
lesson objectives to their learning styles and
prior knowledge.

13. The nuts and bolts of multi-level
UbD
 Identify and categorize student differences
 Weak readers (we will use this example)
 Missing pre-req. knowledge
 Advanced learners
 Learning styles (Auditory, Kinesthetic, Visual - AKV)
 Varied entry points (prior knowledge)
 Varied interest level
 Additional practice required
 These are common group styles. Every class will be
different. The idea is to consider optimum size of groups
based on desired discussion style, content and use of
classroom space and time.

14. Student-centered
considerations
 How can I word the essential understandings
and essential questions in ways that connect
with the lives, experiences, and interests of my
students?
 Which big ideas will have the greatest
relevance for our student-types?
 What connections can we make to bridge
these ideas to student interests and aptitudes?
 Which students will benefit more or less when
grouped with one another. (*as in this class)

15. Once we have categories…
 Use these categories to guide grouping,
pacing, content depth and classroom support
aids.
 For example…
 4 students have extra difficulty with the English
reading rather than the concepts. We can group
these students together and accommodate for
this common struggle.
 A strong reading/performing student could lead this
group’s readings
 A classroom assistant/ TA can be assigned to offset the
English reading hurdle
 A modified activity/assignment using more non-linguistic
diagraming may be more effective.

16. Responsible DI Assessment
 While learning activities can vary greatly, the standards and goals
for lessons should remain relatively stable.
 The assessment may have some variation (as in our example).
 However, if we have done adequate planning in the learning events and
activities, students should have acquired the knowledge and be able to
make meaning. So, the transfer of these concepts should be on a more
even footing by the summative performance/product.
 Here, the UbD stance on grading all students based on objective
performance makes sense. Students should have closed the gap between
one another through the tailored activities.
 Each student with their unique, constructed meanings should be
able to transfer that understanding to a real world application with
nearly the same level of proficiency. This stance lets us be more
secure in the accuracy of our summative assessment results
between different students.

17. Multi-level assessment
example..
 If reading is the limiting factor on performance and
products (as in our example) a more accurate
modified assessment can be planned to offset this
piece. (*often an IEP or 501 will be useful)
 Grammar, formatting and culture-centric expressions
should be less heavily scored
 Expect products using non-linguistic representations
of content
 Because of the greater time demand for
understanding, plan for more time or scale down the
acceptable level of products and performance, as long
as core content objectives are met.

18. It is easier to pre-plan for multi-
access
 While these additional forms of planning will take
more time it is going to save time in the long run to
simply build them into the initial unit plan.
 A multi-layer rubric can be simplified more easily than it
can be expanded.
 Veteran teachers maintain that it only takes a few
years to become versed and adept at lesson plan
design, then as we get to know our student’s
strengths and weaknesses, this should be an
automatic/natural process of preparation.
 Failing to plan in for individual differences will mean
more work down the road and a decrease in quality
learning time. Keeping within the planned process is
most effective.

19. Finally,
 Backwards design is all about making sure
everything in the classroom is aligned toward the
final goal.
 Backwards design keeps student’s best interests
in mind and also allows for differentiated
approaches in activities to allow for unique
students to understand, make meaning and be
able to transfer to an objective standard.
 Backwards design allows for a direct, standards
based approach for optimizing the probability of
learning with diverse groups of students.

20. Resources
 Bedalukey. (2011, October 18). Backwards Design. [Video File]
https://www.youtube.com/watch?v=0iGPtTA_Yjs
 Brimijoin, K. (2005). Differentiation and high-stakes testing: An
oxymoron?.Theory Into Practice, 44(3), 254-261.
http://www.jstor.org.proxybz.lib.montana.edu/stable/3497005?seq=1#page_scan_tab_cont
ents
 Burden, P. Byrd, D. (2013) Methods of Effective Teaching: Meeting the Needs of
All Students. 6th Ed. Pearson Education Inc: New Jersey.
 Kershaw, K. (2013, August 25). What is backward design? [Video File]
https://www.youtube.com/watch?v=3Xzi2cm9WTg
 MSU Graduate School. (2013, August 26). What is Backward Design? [Video
File] https://www.youtube.com/watch?v=DTxnTNXPK3g
 McTighe, J., & Brown, J. (2005). Differentiated instruction and educational
standards: Is détente possible? Theory Into Practice, 44, 234–244.
http://www.jstor.org.proxybz.lib.montana.edu/stable/3497003?seq=1#page_scan_tab_cont
ents
 Wiggins, G. (2012, February 10). What is UbD? Grant Wiggins Answers, with
Video Cases.[Video File] https://www.youtube.com/watch?v=WsDgfC3SjhM