Backward design is a framework for course, module, and lesson design or redesign that helps design thoughtful instruction by placing emphasis on first identifying the end goals of instruction before delving into the selection and development of assessments, learning activities, and instructional materials. When learning objectives are identified first, it becomes easier to develop assessments and instruction around grounded learning objectives. A course designed using backward design also provides the opportunity to ensure course alignment which is when every component of the course aligns cohesively so learners are more likely to achieve the intended course objectives and the educational experience is more coherent, purposeful, and effective. A backward design outlined course can also serve as a clear resource to share with collaborative educators. The concept of backward design seems obvious yet when designing courses a common approach is to start designing the content (forward design) rather than what learners should be able to do with the content (backward design). If you think of a course as a road trip, backward design encourages first deciding where the learners are going.
Origins
Backward design has roots in mid-20th century educational theory. Specifically in educational theorist Ralph W. Tyler’s book Basic Principles of Curriculum and Instruction published in 1948. The specific term “backward design” gained popularity through the work of Grant Wiggins and Jay McTighe in their book Understanding by Design (UbD) published in 1998 and continues to be widely used in instructional design today.
Forward design versus backward design
A common approach to course, module, or lesson design is forward design which starts by developing course content - the learning activities and materials first, followed by developing assessments around the learning activities and materials, and lastly forming connections between the course content and learning objectives. The forward design approach places emphasis on activities and instruction (or the process of teaching, instructor-centered) rather than the outputs of instruction (or the intended learning, student-centered). Backward design places emphasis on the outputs of instruction by:
First, identifying desired learning objectives.
Second, designing assessments that will provide an acceptable level of evidence that the learning objectives have been met.
Third, building course content (learning activities and instructional materials) that support successful completion of the assessments.
Phrased in a different way, "The shift is away from starting with such questions as "What book will we read?" or "What activities will we do?" or "What will we discuss?" to "What should they (learners) walk out the door able to understand, regardless of what activities or texts we use?", "What is evidence of such ability?" and, therefore, "What texts, activities, and methods will best enable such a result?" (Wiggins, McTighe, 2005, p. 17).
Stage One: Identify desired results
In the first stage, start by determining the outputs of instruction by identifying course learning objectives (CLOs) followed by module learning objectives (MLOs). Wiggins and McTighe developed the following strategic, sequential series of questions for determining curricular priorities (or outputs of instruction). These questions can be applied to the design of a course, module, or lesson. Consider, what are the:
Established Goals
What are the enduring understandings (e.g., content standards, course or program objectives, learning outcomes) for the course, module, or lesson?
What will learners be able to independently use their learning for outside of the course, module, lesson?
Meaning
Understandings - What will learners understand once they complete the course, module, lesson?
What are the big ideas?
What specific understandings about them are desired?
What misunderstanding are predictable?
Essential Questions - What provocative questions will foster inquiry, understanding, transfer of learning, or frame the course, module, or lesson?
Acquisition
Knowledge - What key knowledge will learners acquire as a result of completing the course, module, lesson?
Skills - What should the learner eventually be able to do as a result of completing the course, module, lesson? The answer to this question is the course, module, lesson learning objectives!
In stage two, determine what assessments are needed to document the learners achievement of the identified desired results. Consider how you will determine your learners knowledge and proficiency of the identified desired results before designing course content (learning activities and instructional materials). Wiggins and McTighe suggest you consider the following questions at this stage:
How will I know if learners have achieved the desired results?
What will I accept as evidence of learner understanding and proficiency?
Note: Webpages with more information about assessments are being developed. Once finished, they will be linked here.
Stage Three: Build course content
With clearly identified results and assessments identified, the final stage is to consider the design and development of learning activities, instructional materials, and process of teaching (instruction) that will support successful completion of the assessments and desired results. Wiggins and McTighe suggest you consider the following questions at this stage:
What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will my learners need in order to perform effectively and achieve the desired results?
What activities will equip my learners with the needed knowledge and skills?
What will need to be taught and coached, and how should it best be taught, in light of performance goals?
What materials and resources are best suited to accomplish these goals?
Note: Webpages with more information about building course content are being developed. Once finished, they will be linked here.
The FDIC course design template document is based on the backward design framework and can be used stand alone or in conjunction with the UbD Unit Template (version 2.0) This template offers a place to document the deliverables achieved from the deeper dive work completed in the UbD Unit Template (version 2.0) or as an entry point to the backward design process if the deeper dive work has already been completed. This template provides space to document learning objectives, assessments, and course content in a format that provides a textual course map (helicopter view) of your entire course. An advantage of this wholistic view of your course is that it makes it easier to course map (tag) each course component to its supporting objective(s) to demonstrate course alignment. More information about course mapping and course alignment can be found on the alignment in course design webpage. Another advantage of this template is an expanded focus on stage three - build the content. In addition to providing space to document learning activities and instructional materials in this stage, there are columns to document:
Teaching/learning principles/strategies to identify your processes of teaching (instruction).
Any tools that may be necessary to deliver instruction.
A reminder to verify course content meets accommodation and accessibility standards.
Identifying teaching/learning principles/strategies you want to use in your process of teaching will help create engaging and effective learning experiences for your learners. The types of tools that can be identified to deliver course content can include - instructional technology, software applications, specialized equipment, etc. Identifying tools used in your course helps ensure multimodal forms of content delivery to help learners stay engaged. Verifying accommodation and accessibility standards during content selection, design, and development helps ensure an inclusive equitable learning experience by proactively offering alternative formats of course content and ensure content is accessible to learners with varying abilities.
Tips for using the template
The template:
Is a Microsoft Word document so you can modify it to best serve your purposes.
Has a page setup for landscape orientation and US legal (8.5 x 14 inches) paper size. If you want to print the template as is you will need appropriately sized paper.
Includes sections with shaded backgrounds. Lightest gray represents contents related to backward design stage 1, medium gray stage 2, and darkest gray stage 3. Feel free to remove this shading if desired as you customize your own template.
Includes content to serve as an example. This content can be deleted as you customize your own template.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
The written information and resources are developed or curated by the
Faculty Development and Innovation Center
phone 217-581-7051 :: email fdic@eiu.edu :: web eiu.edu/fdic
Contact the FDIC for instructional design related questions or to schedule a consultation appointment. The FDIC staff can recommend instructional design strategies for your online, hybrid, and face-to-face courses.
