BACKWARD

DESIGN
Q UEENIE. B UTALID
 PART ONE:
Discussion

PART TWO:
Demonstration
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Name of Pupil: Princess Angel
Age: 6
Grade Level: One

Reading Status: Syllabic reader

GOAL: Improvement in fluency

of her reading skill by January
2020.
Learning experiences to develop fluency in reading:
1.Speed
2.accuracy, and;
3. proper expression.
 “Teachers are designers.” They
should be equipped with designing
skills and knowledge to make
learning efficient, engaging and
impacts the bottom line.
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 Wikipedia
BACKWARD DESIGN Backward design is a method of designing educational curriculum by setting
goals before choosing instructional methods and forms of assessment. Backward
design of curriculum typically involves three stages: (Wikipedia, 2019)

EdGlossary.org
Backward design, also called backward planning or backward
mapping, is a process that educators use to design learning
experiences and instructional techniques to achieve specific learning
goals.
learning-theories.com
Backward Design is a model for designing instructional materials
where the instructor or designer begins the design process with a
focus on the desired results (i.e., the outcome) of instruction.
 The basic rationale motivating backward design is that
starting with the end goal, rather than a starting with
the first lesson chronologically delivered during a unit
or course, helps teachers design a sequence of lessons,
problems, projects, presentations, assignments,
and assessments that result in students achieving the
academic goals of a course or unit—that is, actually
learning what they were expected to learn.
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Backward design helps teachers create courses and units
that are focused on the goal (learning) rather than the
process (teaching). Because “beginning with the end” is
often a counterintuitive process, backward design gives
educators a structure they can follow when creating
a curriculum and planning their instructional process.
Advocates of backward design would argue that the
instructional process should serve the goals; the goals—
and
More.. the results for students—should not be determined

by the process.
 Originator / Contributors of the Bacward Design:
Ralph W. Tyler introduced the idea of "backward design" (without
using this particular term) in 1949 when referring to a statement of
objectives. A statement of objectives is used to indicate the kinds
of changes in the student to be brought about so that instructional
activities can be planned and developed in a way likely to attain 94%
these objectives.[9]
The term "backward design" was introduced to curriculum design
in 1998/99 by Jay McTighe and Grant Wiggins (Understanding by
Design). The somewhat idiosyncratic term is ultimately due to
James S. Coleman, who in his Foundations of Social Theory (1990)
80%
used it to parallel the term "backward policing" which he coined
for a policy which he found in the production process
in Honda factories.
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 Identify the results
desired (big ideas
and skills)

Focus on the "big ideas"

What the students should
Consider the goals and (principles, theories,
know, understand, and be
curriculum expectations concepts, point of views, or
able to do
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 1. A teacher begins by reviewing the learning standards that
students are expected to meet by the end of a course or
grade level. In some cases, teachers will work together to
create backward-designed units and courses.
2. The teacher creates an index or list of the essential
knowledge, skills, and concepts that students need to
learn during a specific unit. In some cases, these
academic expectations will be called learning objectives,
among other terms
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 Represents the possible content
such as topics, skills and
resources that is needed in the
learning process

Sharpen the choices in of

relevance by giving emphasis on
the important aspects to learn
and do.

The term “enduring” understanding

refers to the big ideas, the important
understandings for the learners to
get inside of or retain in their system.
 FOUR FILTERS TO USE IN SELECTING IDEAS
AND PROCESSES TO TEACH FOR UNDERSTANDING

Filter No. 1. To what extent does the idea, topic or process represent a “ big
idea” having enduring value beyond the classroom?
Filter No. 2. To what extent does the idea, topic, or process reside at the
heart of the discipline?
Filter No. 3. To what extent does the idea, topic or process require
uncoverage?

Filter No. 4. To what extent does the idea, topic or process offer potential for
engaging students?
 Determine acceptable levels of
evidence that support that the
desired results have occurred
(culminating assessment tasks)

Consider culminating assessment tasks and a

What teachers will accept as evidence that
range of assessment methods (observations,
student understanding took place
tests, projects, etc.)
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The teacher then designs a final test, assessment, or demonstration of
learning that students will complete to show that they have learned what they
were expected to learn. The final assessment will measure whether and to what
degree students have achieved the unit goals.

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 The importance of assessment:
The primary starting point for backward design is to become
familiar with the standards/outcomes for the grade level and
curriculum being taught. The second part of curriculum
planning with backward design is finding appropriate
assessments. It can be difficult for "traditional" educators to
switch to this model because it is hard to conceptualize an
assessment before deciding on lessons and instruction. The
idea is that the assessments (formative or summative) should
meet the initial goals identified.
Wiggins and McTighe (2008) also utilize the "WHERE"
approach during the assessment stage of the process
•W stands for students knowing where they are
heading, why they are heading there, what they
know, where they might go wrong in the process,
and what is required of them.
•H stands for hooking the students on the topic of study.
•E stands for students exploring and experiencing
ideas and being equipped with the necessary
understanding to master the standard or outcome being
taught.
•R stands for providing opportunities for students
to rehearse, revise, and refine their work.
•E stands for student evaluation.
 Design activities that
will make desired
results happen
(learning events)

What knowledge and skills students will Consider teaching methods, sequence of
need to achieve the desired results lessons, and resource materials
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1.The teacher then creates a series of lessons, projects, and supporting instructional strategies intended
to progressively move student understanding and skill acquisition closer to the desired goals of the unit.
2.The teacher then determines the formative-assessment strategies that will be used to check for
understanding and progress over the duration of the unit (the term formative assessment refers to a wide
variety of methods—from questioning techniques to quizzes—that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or
course, often for the purposes of modifying lessons and teaching techniques to make them more
effective). Advocates typically argue that formative assessment is integral to effective backward design
because teachers need to know what students are or are not learning if they are going to help them
achieve the goals of a unit.
3.The teacher may then review and reflect on the prospective unit plan to determine if the design is likely
to achieve the desired learning goals. Other teachers may also be asked to review the plan and provide
constructive feedback that will help improve the overall design.
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Backward design challenges "traditional" methods of
curriculum planning. In traditional curriculum planning, a
list of content that will be taught is created and/or
selected.

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In backward design, the educator starts with goals, creates
or plans out assessments and finally makes lesson plans.
Supporters of backward design liken the process to using a
"road map".

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In this case, the destination is chosen first and then the
road map is used to plan the trip to the desired
destination. In contrast, in traditional curriculum
planning there is no formal destination identified before
the journey begins.

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The idea in backward design is to teach toward the
"end point" or learning goals, which typically ensures
that content taught remains focused and organized.
This, in turn, aims at promoting better understanding of
the content or processes to be learned for students.

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The educator is able to focus on addressing what the
students need to learn, what data can be collected to
show that the students have learned the desired
outcomes (or learning standards) and how to ensure
the students will learn. Although backward design is
based on the same components of the ADDIE model,
backward design is a condensed version of these
components with far less
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According to Doug Buehl (2000), the advantages of backward design include:
Students are not as likely to become so lost in
the factual detail of a unit that they miss the
point of studying the original topic.
Instruction looks toward global understandings
and not just daily activities; daily lessons are
constructed
Your Title Here
with a focus on what the overall
"gain" from the unit is to be.
Assessment is designed before lesson planning,
so that instruction drives students toward
exactly what they need to know.
 Application/Demonstration:
Here is a practical example of a 5th grade teacher developing a three-week unit on nutrition.

Stage 1: Identify desired results

Based on three curriculum expectations about
nutrition (concepts about nutrition, elements of a
balanced diet, and understanding eating patterns),
the take-away message that the teacher wants
his/her students to understand is "Students will use
an understanding of the element of good nutrition to
plan a balanced diet for themselves and others".
Stage 2: Determine acceptable evidence
The teacher has created an authentic task in
which students will design a 3-day meal plan
for a camp that uses food pyramid guidelines.
The goal is a tasty and nutritionally balanced
menu.
Stage 3: Plan learning experiences and instruction
The teacher first considers the knowledge and skills that
students will need in order to complete the authentic
assessment. Specifically, students will need to know about
different food groups, human nutritional needs
(carbohydrates, proteins, sugars, vitamins, minerals etc.),
and about what foods provide these needs. They will need
to know how to read nutrition labels. Resources will be a
pamphlet from the UDSA on food groups, the health
textbook, and a video "Nutrition for You". Teaching methods
will include direct instruction, inductive methods,
cooperative learning, and group activities.
Although this approach is widely accepted, the following are
criticisms of the backward design approach:

-Textbooks and content standards

do not always explicitly highlight
the key concepts that students
should learn
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Teachers may misunderstand and
misinterpret what their students
should learn and what the big ideas
are

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Teacher effectiveness is measured more
on the success of the students based on
formulated assessments rather than
ability to connect knowledge and skills
to the needs and interests of students.
Thus, lack of concern with social and
cultural differences within the
classroom
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Others caution that there are risks of
incorrectly identifying which knowledge is
essential for students to understand.

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There are concerns for too narrow a focus on
results, where a design does not address all
elements of a lesson or workplace needs and results
in little flexibility to incorporate alternate paths to
achieve a final goal
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Finally, the Backward Design process can be
time consuming (to learn and in practice).

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 CONCLUSION
As a strategy for designing, planning, and sequencing curriculum
and instruction, backward design is an attempt to ensure that
students acquire the knowledge and skills they need to succeed in
school, college, or the workplace. In other words, backward design
helps educators create logical teaching progressions that move
students toward achieving specific—and important—learning
objectives. Generally speaking, strategies such as backward design
are attempts to bring greater coherence to the education of
students—i.e., to establish consistent learning goals for schools,
teachers, and students that reflect the knowledge, skills, conceptual
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understanding, and work habits deemed to be most essential.
REFERENCES:

https://www.edglossary.org/backward-design/

https://www.learning-theories.com/backward-design.html

https://educationaltechnology.net/wp-
content/uploads/2016/01/backward-design.pdf

https://en.wikipedia.org/wiki/Backward_design#ADDIE_model
_of_design

https://www.healthykids.nsw.gov.au/downloads/file/teachersc
hildcare/NutritionQuiz.pdf

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_
WhitePaper0312.pdf