Backwards by Design

All planning is supported by a well-thought-out Course Outline that completes the formal requirements of the course (content) as the end goal (summative assessment). Whilst also weaving in the key concepts and required skills.

We will be engaging in a casual application of the principles outlined in Backwards by Design (W.H.E.R.E.T.O.).

Backwards by Design is a framework for planning curriculum, instruction, and assessment provided in Understanding by Design (McTighe, 4), with 2 key ideas:

1) a focus on teaching and assessing for understanding and transfer

2) a curriculum designed 'backward' from those ends.

The deliberate use of backward design for planning curriculum units results in:

• more clearly defined goals

• more appropriate assessments

• more tightly aligned lessons

• more purposeful teaching.

This can be summarised as Intentional Teaching, where each learning experience is an outcome of informed decision-making by a teacher.

The seven principles outlined in Understanding by Design (UbD) are encapsulated in W.H.E.R.E.T.O. - a mnemonic that assists in remembering them:

W: Where and why

H: Hook and hold

E: Explore, experience, enable and equip

R: Reflect, rethink, revise

E: Evaluate work and progress

T: Tailor and personalise the work

O: Organise for optimal effectiveness.

"Backward by Design" is a widely recognised approach to curriculum design in education. The idea behind this approach is to start with the desired outcomes or objectives for a course, and then design the curriculum and assessments to align with those objectives. The approach is called "backward" because it starts with the end goal in mind and works backwards to determine the steps necessary to achieve that goal.

The key principle of "Backward by Design" is to align all aspects of a course, including its content, assessments and learning activities, with the intended learning outcomes. This ensures that all elements of the course are focused and integrated towards achieving the desired goals. The approach can help to create a more effective and efficient learning experience, as it ensures that students are exposed to relevant and meaningful content and that they have opportunities to demonstrate their learning through appropriate assessments.

What are Learning Outcomes?

Learning outcomes are statements that describe the knowledge, understanding, skills, attitudes, and values that students are expected to develop as a result of completing a course or programme of study. They are specific, measurable and relevant to the educational goals of the programme.

Learning outcomes serve as a guide for designing course content, assessments, and instructional strategies, and they provide a framework for evaluating student performance and progress. They also help students understand what they can expect to learn from the course and what they need to do to demonstrate that they have achieved the desired level of proficiency.

In essence, learning outcomes are a way to align educational activities with the goals and objectives of the programme and to ensure that students are receiving a high-quality education.

To implement the "Backward by Design" approach, educators often follow a series of steps, such as:

1. Identify the desired learning outcomes for the course’s learning sequence/Units using the relevant Subject Guide.

2. Determine the knowledge, understanding and skills that students will need to acquire in order to meet the learning outcomes.

3. Determine the preferred or recommended sequences of the Unit. Ideally, a first Unit should be suitable for use as an introduction to the understanding and skills.

4. Design assessments that accurately measure student understanding of the desired outcomes that the specific stage of their learning and development pathway.

5. Create a curriculum that provides students with the opportunities to develop the knowledge and skills identified in step 2 with each piece of knowledge and skills re-engaged.

By following these steps, educators can ensure that their courses are designed in a way that maximises student learning and achievement.

1. McTighe, J. (n.d.). Understanding by Design. Three Stages of Backward Design: Frequently Asked Questions