This document provides information about instructional design resources available from Fordham University's Faculty Technology Center. It discusses the backward design model for course planning, which involves first identifying desired learning outcomes and assessments, then planning learning experiences and instructional activities to help students achieve those outcomes. The document encourages instructors to reflect on what they want students to learn and be able to do several years after taking their course.

1. Fordham IT
Faculty Technology Center
www.fordham.edu/ftc
Kristen Treglia
Senior Instructional Technologist
Patrizia Magni
Ed.D.

2. Look at your course
through a
different lens
flickr photo by joeduty
shared under a Creative Commons (BY-NC-SA) license

3. BEGIN WITH
THE END IN MIND
flickr photo by Randomthroughtsome
shared under a Creative Commons (BY-ND) license

4. BEGIN WITH
THE END IN MIND

5. BEGIN WITH
THE END IN MIND
Identify desired results

6. BEGIN WITH
THE END IN MIND
Identify desired results
goals

7. BEGIN WITH
THE END IN MIND
Identify desired results
Determine acceptable evidence

8. BEGIN WITH
THE END IN MIND
Identify desired results
Determine acceptable evidence
Assessments

9. BEGIN WITH
THE END IN MIND
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction

10. BEGIN WITH
THE END IN MIND
Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
activities

11. REFLECT
What do you want students
to learn that will be with them
several years later?

12. REFLECT
What do you want you
students to be able to do or
be at the end of your course?

13. Backward design model
(Fink)

14. FINK’s Design Model
Needs Assessment
Students Background & level
Instructor’s approach and beliefs on learning etc

15. ACTIVE LEARNING