Backward Design

1. Identify Learning Outcomes

The first stage involves identifying what learners should know, value, or be able to do by the end of the learning experience. Learning outcomes help establish the purpose and direction of instruction and should clearly communicate the intended learning.

When developing outcomes, consider:

• What knowledge and skills are most important?
• What should learners retain beyond the course?
• What level of understanding or performance is expected?
• How do the outcomes connect to program or institutional goals?

2. Determine Evidence

Once learning outcomes are identified, the next step is determining how learners will demonstrate achievement of those outcomes. This includes thinking about assessments, feedback opportunities, and other forms of evidence that indicate learning has occurred.

Wiggins and McTighe (2016) propose a "continuum of assessment methods" that includes both informal and formal forms of assessment. These may include informal checks for understanding, classroom observations, discussions, quizzes and tests, as well as more authentic forms of assessment such as performance tasks and projects.

Think about alignment, and consider:

• How will learners demonstrate achievement of the outcomes?
• What evidence would indicate meaningful understanding?
• Do assessments measure the intended knowledge and skills?
• Are there opportunities for feedback and practice throughout the learning process?

3. Develop a Learning Plan

After outcomes and assessments are established, instructors can begin planning instructional activities, learning experiences, resources, and opportunities for practice and feedback.

This stage may include planning:

• Lectures or mini-lessons
• Active learning strategies
• Group discussions or collaborative activities
• Practice opportunities and formative assessments
• Readings, videos, or multimedia resources
• Scaffolding and sequencing of content
• Opportunities for reflection and feedback