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What is Backward Design

Chapter 10
Education 3.0 and eLearning Across Modalities
A scaffolding process that starts with the goals and outcomes of a course to design learning experiences and instructional techniques.
Published in Chapter:
Intentional Connection: Learning-Based Course Design
Romana Hughes (Texas Christian University, USA) and Kate Marshall (Texas Christian University, USA)
Copyright: © 2022 |Pages: 29
DOI: 10.4018/978-1-7998-8032-5.ch010
Abstract
This chapter details how learning-based course design promotes meaningful student connections with course content, course goals, and connections with peers, faculty, and student self-awareness. No matter the modality, the learning-based course design model provides a pathway for faculty and instructional designers to use backward design to create courses that embrace significant learning, valuable practice, and feedback opportunities. With an emphasis on authentic activities that are aligned to learning outcomes, learning-based course design avoids busywork and reduces rote memorization of facts and figures. Educational technologies can strengthen the faculty and student course experience, provided that these are purposefully integrated into the course. Courses designed with close attention to student learning provide skill growth that strengthens students' professional lives. Course feedback data allows faculty to refine the course and programs and institutions to develop stronger alignment to their stated goals.
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Chapter 2
Collaborative Instructional Design Strategies in an Online Health Systems Pharmacy Degree Program
An instructional design model that focuses on alignment, and begins with course learning objectives, or where you want students to be (in terms of their learning performance) by the end of the course. It is a results-focused instructional design approach, contrasted with the content-focused approach of beginning with the course textbook and allowing that to set the foundation for your course design.
Published in Chapter: Collaborative Instructional Design Strategies in an Online Health Systems Pharmacy Degree Program; From: Cases on Instructional Design and Performance Outcomes in Medical Education
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Chapter 20
Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students
Is a central principle of Understanding by Design. In backward design the teacher begins from the end, first identifying classroom learning goals and then planning the curriculum towards that goal, choosing learning activities and materials that help students to reach the planned goals.
Published in Chapter: Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 12
Technology-Based Activities as Formative Assessments in the Higher Education Classroom
A three-step instructional design process that requires teachers to begin by identifying the desired learning outcomes: next the teacher determines evidence of learning (assessment), and finally, the teacher designs the learning experiences and activities.
Published in Chapter: Technology-Based Activities as Formative Assessments in the Higher Education Classroom; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 14
Authentic Research, Teaching, Events, and Assessments for Economic Prosperity: The STEAM of Responsive Education
A term used in education that describes how educators consider of the teaching goals first instead of learning activities, assessments, and then goals.
Published in Chapter: Authentic Research, Teaching, Events, and Assessments for Economic Prosperity: The STEAM of Responsive Education; From: Education 3.0 and eLearning Across Modalities
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Chapter 11
Faculty Development for Peer-Reviewed Digital Teaching Resources to Promote Inclusive Instruction
The process of designing a curriculum, lesson or course by first specifying learning objectives and then developing activities and assignments that align with such objectives.
Published in Chapter: Faculty Development for Peer-Reviewed Digital Teaching Resources to Promote Inclusive Instruction; From: Handbook of Research on Faculty Development for Digital Teaching and Learning
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Chapter 1
Facilitating Engaging Learning Practices: Teaching and Learning of Students With Disabilities During Remote Learning in Colleges
A curriculum method in which the end of the course is first considered, it begins with the learning objectives and ensures alignment with course content, assessments, and activities.
Published in Chapter: Facilitating Engaging Learning Practices: Teaching and Learning of Students With Disabilities During Remote Learning in Colleges; From: Engaging Students With Disabilities in Remote Learning Environments
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Chapter 10
Instructional Design With a Language Lens: Preparing Educators for Multilingual Classrooms
The process of designing curricula that begins with end goals and determines appropriate and effective learning events to support learners’ progress toward those goals.
Published in Chapter: Instructional Design With a Language Lens: Preparing Educators for Multilingual Classrooms; From: Handbook of Research on Solutions for Equity and Social Justice in Education
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Chapter 18
What Does Learning Look Like?: Data Visualization of Art Teaching and Learning
A method of designing curriculum for education that formulates what students should know and be able to do before choosing instructional strategies and evaluation instruments.
Published in Chapter: What Does Learning Look Like?: Data Visualization of Art Teaching and Learning; From: Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization
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Chapter 2
A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate
An approach to designing a curriculum or unit begins with the end in mind and designs toward that end. The procedure consists of three steps: Identify desired results; Determine acceptable evidence; Plan learning experience and instruction. This stance is similar to Tyler’s view (1949).
Published in Chapter: A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate; From: Educational Reform and International Baccalaureate in the Asia-Pacific
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Chapter 21
Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education: Implications for Program Design and Implementation
An approach to curriculum design and instructional planning that begins with the end in mind, or the end goals for learning.
Published in Chapter: Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education: Implications for Program Design and Implementation; From: Handbook of Research on Professional Development for Quality Teaching and Learning
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Chapter 9
A Practitioner Guide on Backward Design Application for Online Aviation Training in Higher Education
Framework to plan and design curriculum by focusing on what the learner will be able to do upon the successful completion of the learning experience ( Wiggins & McTighe, 2006 ).
Published in Chapter: A Practitioner Guide on Backward Design Application for Online Aviation Training in Higher Education; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 17
Bridging the Gaps Between Higher Education, Industry, and the Learner: The Skills-First Approach
An approach in assessment design that starts with the learning outcomes a learner should attain to create tasks that both enable and assess this learning.
Published in Chapter: Bridging the Gaps Between Higher Education, Industry, and the Learner: The Skills-First Approach; From: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
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Chapter 12
Teacher Training and Online Teaching: Bridging the Gap
An instructional design model, which encourages looking at the desired outcomes before designing the content of the course.
Published in Chapter: Teacher Training and Online Teaching: Bridging the Gap; From: Handbook of Research on Effective Online Language Teaching in a Disruptive Environment
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Chapter 7
The Next-Generation CBE Architecture: A Learning-Centric Standards-Based Approach
A curriculum design process that consists of identifying desired results, determining acceptable evidence, and planning learning experience and instruction.
Published in Chapter: The Next-Generation CBE Architecture: A Learning-Centric Standards-Based Approach; From: Handbook of Research on Competency-Based Education in University Settings
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