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Backwards Design

Introduced by Jay McTighe and Grant Wiggins in 1998

Backward design of curriculum typically involves three stages:

  • Identify the results desired
  • Determine acceptable levels of evidence that support the desired results
  • Design activities that will make desired results happen

Stage 3: Develop the Learning Plan

Summary

Stage 1: Identify the Desired Results

  • First Create Assessments
  • Create a Road Map
  • Fill in the holes (add homework, quizzes, etc)

Next think about:

  • What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve the desired results?
  • What will need to be taught and coached?
  • What materials and resources are best suited to accomplish these goals?

Focus on the Course and Program Outcomes:

  • What is the specific learning
  • What KSBs do we expect students to acquire
  • What should students be able to understand and/or perform
  • What Essential Questions will be explored?

Stage 2: Determine Acceptable

Level of Learning (Evidence)

Consider:

  • What will be the evidence of this learning? (type of assessments)
  • What does it look like to meet the learning outcomes?
  • How will we know that the KSBs have been learned?
  • If the KSBs have been learned, what results can be expected?

We need to think about the assessment before deciding what and how students will be taught.

The

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