The Principles and Practices of Backward Design
The concept of planning “backward” starting from desired results (the end in mind) is not new. In 1949 Ralph Tyler described this approach as an effective process for focusing instruction. Recently, Stephen Covey, in the bestselling book, Seven Habits of Highly Effective People, reports that effective people in various fields are goal-oriented and plan with the end in mind.
Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriate assessments, more tightly aligned lessons, and more purposeful teaching.
The backward design process explained by Wiggins & McTighe begins with the end in mind: “One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform”(Wiggins and McTighe, 2000, page 8).
There are two key ideas in Backward Design:
1) Focus on teaching and assessing for understanding and transfer, and
2) Design curriculum “backward” from those ends.
It aims to provide a framework to guide curriculum, assessment and instruction.
The backward design framework is based on the following seven key tenets:
1. Learning is enhanced when teachers think purposefully about curricular plan ning.
2. The backward design framework helps focus curriculum and teaching on the develop ment and deepening of student understanding and transfer of learning
3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance.
4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan).
5. Teachers are coaches of understanding, not mere purveyors of content knowl edge, skill, or activity.
6. Regularly reviewing units and curriculum against
Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriate assessments, more tightly aligned lessons, and more purposeful teaching.
The backward design process explained by Wiggins & McTighe begins with the end in mind: “One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform”(Wiggins and McTighe, 2000, page 8).
There are two key ideas in Backward Design:
1) Focus on teaching and assessing for understanding and transfer, and
2) Design curriculum “backward” from those ends.
It aims to provide a framework to guide curriculum, assessment and instruction.
The backward design framework is based on the following seven key tenets:
1. Learning is enhanced when teachers think purposefully about curricular plan ning.
2. The backward design framework helps focus curriculum and teaching on the develop ment and deepening of student understanding and transfer of learning
3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance.
4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan).
5. Teachers are coaches of understanding, not mere purveyors of content knowl edge, skill, or activity.
6. Regularly reviewing units and curriculum against
References: 1- Tyler, Ralph W. (1949). Basic Principles of Curriculum and Instruction. 2- Covey, Stephen. (1989). The Seven Habits of Highly Effective People. 3- Wiggins, G. and McTighe, J. and (1998, 2005). Understanding by Design. Alexandria, VA: The Association for Supervision and Curriculum Development. 4- National Research Council (2000). How people learn: Brain, mind, experience, and school: Expanded Edition. Washington, DC: National Academy Press. 5- The complete research reports at http://www.consortiumchicago.org/publications/