The document discusses the backward design process for curriculum planning. It involves 3 key steps: 1) Identifying desired learning outcomes and goals, 2) Determining assessments to measure student learning, and 3) Planning learning activities that will help students achieve the outcomes. Backward design puts assessment before instruction so teachers can work backwards from the desired results. The document also provides examples of standards and frameworks that can help teachers establish goals and assessments, and defines presentational communication as involving learners informing, explaining, persuading, or narrating for a specified audience using appropriate media.

1. Curriculum by Design
Maggie Chen
and Brandon Zaslow
January 30, 2016

2. What is Backward Design?
Backward Design is beginning
with the end in mind; starting with
a clear understanding of your destination.
◦Know where you are going;
◦Know where you are now;
◦So the steps you take are always in the
right direction.

3. Backward Design
• Backward Design is a process created by Grant Wiggins and Jay
McTighe and introduced in Understanding by Design (1998).
• Using Backward Design, teachers develop curriculum, units and
lessons) in a different order than in traditional planning.Traditional Design Backward Design
1.Topics
2. Activities
3. Assessments
1. Goals and Objectives
2. Assessments
3. Activities

4. The Backward Design Process
Identify desired results
(what students will understand, know and be able to
do)
Determine assessment
evidence
(evidence that demonstrates student learning)
Plan learning experiences
(learning activities that lead students to the desired results)

5. Useful Documents
• World Readiness Standards
• Can-Do Statements
These documents help teachers determine what students should
know and be able to do and specify how well students perform.
They are useful for
Identifying learning goals and objectives;
Determining acceptable evidence;
Integrative Performance Assessments;

6. Test Your Knowledge
1.What do you know about presentational tasks?
2.How are they similar or different from projects?
3.What role does a “real-world” audience play in
the success of presentational tasks?
4.How are the assessment of language, culture
and content connected to presentational
communication?

7. Presentational Communication
Learners present information,
concepts, and ideas to inform,
explain, persuade, and narrate
on a variety of topics using
appropriate media and adapting
to various audiences of

8. Presentational Rubric
Rate the Components of the Presentational Tasks from 1-5
Presentational Task Rubric
1. The Presentational Task assesses student learning of language,
culture and content.
2. The task specifies a “real-world” audience.
3. The task is suitable for students’ age and level of proficiency.
4. The task is meaningful and requires/simulates culturally-
appropriate “real-world” communication.