11.2 Backward design
9 min read•august 21, 2024
Backward design revolutionizes English and Language Arts education by starting with the end in mind. This approach prioritizes clear learning goals, ensuring all instruction and assessments directly support student outcomes in reading, writing, and communication.
By focusing on first, teachers create more purposeful and engaging lessons. This method aligns curriculum with standards, promotes deeper learning, and enhances overall effectiveness in developing essential language arts skills.
Principles of backward design
- Focuses on designing curriculum and instruction by beginning with the end in mind, emphasizing clear learning goals
- Aligns closely with best practices in English and Language Arts education by prioritizing meaningful outcomes over content coverage
- Encourages educators to think critically about what students should know, understand, and be able to do by the end of a unit or course
Goals-driven curriculum planning
Top images from around the web for Goals-driven curriculum planning
Backward design:learning with a Purpose LARC 1/29/11 View original
Is this image relevant?
Course Planning – UF Instructor Guide View original
Is this image relevant?
Chapter: Curriculum Design, Development and Models: Planning for Student Learning – Curriculum ... View original
Is this image relevant?
Backward design:learning with a Purpose LARC 1/29/11 View original
Is this image relevant?
Course Planning – UF Instructor Guide View original
Is this image relevant?
1 of 3
Top images from around the web for Goals-driven curriculum planning
Backward design:learning with a Purpose LARC 1/29/11 View original
Is this image relevant?
Course Planning – UF Instructor Guide View original
Is this image relevant?
Chapter: Curriculum Design, Development and Models: Planning for Student Learning – Curriculum ... View original
Is this image relevant?
Backward design:learning with a Purpose LARC 1/29/11 View original
Is this image relevant?
Course Planning – UF Instructor Guide View original
Is this image relevant?
1 of 3
- Starts with identifying specific, measurable learning objectives for students
- Ensures all instructional activities and assessments directly support these goals
- Helps teachers avoid the trap of teaching disconnected facts or skills without clear purpose
- Promotes coherence across lessons and units in ELA curriculum
Focus on learning outcomes
- Shifts emphasis from what teachers will teach to what students will learn and demonstrate
- Encourages development of transferable skills and deep understanding in language arts
- Guides selection of texts, writing assignments, and language activities based on desired outcomes
- Allows for more targeted and effective instruction in reading comprehension, writing, and communication skills
Alignment with standards
- Ensures curriculum design aligns with state and national ELA standards
- Helps teachers interpret and implement standards in meaningful ways
- Facilitates across grade levels for skill progression
- Supports creation of assessments that accurately measure standards-based learning
Three-stage process
- Provides a structured approach to curriculum design that enhances effectiveness in ELA instruction
- Ensures coherence between learning goals, assessment methods, and instructional strategies
- Helps teachers create more purposeful and engaging language arts lessons and units
Identifying desired results
- Involves determining what students should know, understand, and be able to do
- Focuses on essential questions and enduring understandings in literature and language
- Considers both content knowledge and skill development in reading, writing, speaking, and listening
- Encourages teachers to prioritize the most important learning outcomes for long-term retention
Determining assessment evidence
- Requires planning how students will demonstrate their learning before designing lessons
- Includes both formative and summative assessments appropriate for language arts
- May involve performance tasks such as essays, presentations, or multimedia projects
- Ensures assessments align directly with identified learning goals and standards
Planning learning experiences
- Involves designing instructional activities and lessons to achieve desired results
- Focuses on engaging students in meaningful reading, writing, and discussion experiences
- Incorporates diverse texts and language activities to support learning goals
- Allows for and to meet various student needs in ELA classrooms
Benefits in ELA education
- Enhances overall effectiveness of English and Language Arts instruction
- Promotes deeper learning and skill development in reading, writing, and communication
- Aligns curriculum more closely with standards and best practices in literacy education
Clarity of learning objectives
- Provides students with clear expectations for what they should learn and be able to do
- Helps teachers focus instruction on essential skills and knowledge in language arts
- Facilitates better communication of learning goals to students, parents, and administrators
- Supports metacognition by making learning targets explicit to students
Improved assessment strategies
- Leads to more authentic and meaningful assessments of student learning in ELA
- Encourages use of performance tasks that reflect real-world language and literacy skills
- Allows for better alignment between daily activities and final assessments
- Supports ongoing to guide instruction and provide feedback
Enhanced student engagement
- Creates more purposeful and relevant learning experiences in language arts
- Encourages students to take ownership of their learning through clear goals and expectations
- Supports development of critical thinking and analytical skills through targeted instruction
- Promotes deeper engagement with texts and language through carefully designed activities
Challenges of implementation
- Requires significant effort and adjustment from teachers accustomed to traditional planning methods
- May face resistance from educators or administrators unfamiliar with the approach
- Necessitates ongoing support and professional development for effective implementation in ELA classrooms
Time-intensive planning
- Demands more upfront time for curriculum design and lesson planning
- Requires careful consideration of learning goals, assessments, and activities
- May be challenging for teachers with limited planning time or resources
- Involves ongoing refinement and adjustment based on student performance and needs
Shift in teacher mindset
- Necessitates moving from a content-coverage approach to an outcomes-based perspective
- Challenges teachers to rethink traditional methods of organizing ELA curriculum
- Requires focus on essential questions and enduring understandings in literature and language
- Involves learning new planning techniques and assessment strategies
Balancing flexibility vs structure
- Requires finding equilibrium between adhering to planned outcomes and adapting to student needs
- Challenges teachers to maintain focus on goals while allowing for teachable moments
- Involves balancing structured assessments with more open-ended learning experiences
- Necessitates flexibility in pacing to ensure all students achieve desired outcomes
Backward design vs traditional planning
- Represents a fundamental shift in approach to curriculum and lesson planning in ELA
- Emphasizes long-term learning goals over short-term content coverage
- Requires rethinking assessment practices and instructional strategies in language arts education
Outcome-focused vs content-focused
- Prioritizes what students should be able to do with knowledge rather than mere acquisition
- Emphasizes development of transferable skills in reading, writing, and communication
- Guides selection of texts and activities based on their contribution to desired outcomes
- Encourages deeper exploration of fewer topics rather than surface-level coverage of many
Assessment-driven vs activity-driven
- Begins with planning assessments that will demonstrate student learning
- Ensures all classroom activities directly support assessment of learning goals
- Reduces reliance on disconnected worksheets or activities without clear purpose
- Promotes use of authentic assessments that reflect real-world language and literacy skills
Student-centered vs teacher-centered
- Focuses on student learning and demonstration of skills rather than teacher presentation
- Encourages active student engagement in constructing meaning from texts and language
- Promotes student ownership of learning through clear expectations and goals
- Shifts teacher role to facilitator of learning experiences rather than primary source of information
Integration with ELA curriculum
- Enhances effectiveness of English and Language Arts instruction across various domains
- Ensures coherence between curriculum design, instruction, and assessment in literacy education
- Supports development of well-rounded language arts skills aligned with standards and best practices
Literature selection criteria
- Guides choice of texts based on their ability to support identified learning outcomes
- Encourages use of diverse and challenging texts that promote critical thinking
- Supports thematic connections across texts to deepen understanding of literary concepts
- Allows for integration of classic and contemporary literature to achieve learning goals
Writing instruction alignment
- Ensures writing assignments directly support desired learning outcomes
- Promotes development of various writing skills (argumentative, narrative, expository)
- Encourages use of writing as a tool for learning and demonstrating understanding
- Supports integration of writing across different areas of ELA curriculum
Language skills development
- Focuses on purposeful instruction in grammar, vocabulary, and language conventions
- Integrates language skills development with reading and writing activities
- Promotes understanding of language in context rather than isolated drill exercises
- Supports development of academic language and discipline-specific vocabulary in ELA
Assessment in backward design
- Plays a central role in curriculum planning and instruction in ELA classrooms
- Ensures alignment between learning goals, instructional activities, and evaluation methods
- Supports ongoing monitoring of student progress and adjustment of teaching strategies
Formative vs summative assessment
- Incorporates both ongoing (formative) and final (summative) assessments in ELA instruction
- Uses formative assessments to guide instruction and provide feedback to students
- Designs summative assessments to evaluate overall achievement of learning goals
- Balances different types of assessments to provide a comprehensive picture of student learning
Performance tasks in ELA
- Involves authentic demonstrations of language and literacy skills
- May include essays, presentations, debates, or multimedia projects
- Allows students to apply knowledge and skills in realistic contexts
- Supports development of higher-order thinking skills in reading, writing, and communication
Rubric development strategies
- Creates clear, specific criteria for evaluating student performance in ELA tasks
- Aligns rubric descriptors with identified learning outcomes and standards
- Supports consistent and fair assessment of complex language arts skills
- Provides students with clear expectations for high-quality work in reading, writing, and speaking
Differentiation through backward design
- Supports meeting diverse student needs within the ELA curriculum
- Ensures all students work towards common learning goals while receiving appropriate support
- Allows for flexibility in instructional approaches and materials to accommodate various learners
Addressing diverse learning needs
- Plans for multiple pathways to achieve desired learning outcomes in language arts
- Incorporates various instructional strategies to support different learning styles
- Provides options for demonstrating learning that accommodate diverse strengths and challenges
- Ensures accessibility of curriculum for English language learners and students with special needs
Scaffolding for various skill levels
- Designs tiered activities and assessments to support students at different proficiency levels
- Incorporates gradual release of responsibility in reading, writing, and language instruction
- Provides additional support or challenge as needed to help all students reach learning goals
- Utilizes flexible grouping strategies to support peer learning and differentiated instruction
Culturally responsive planning
- Integrates diverse perspectives and cultural contexts into ELA curriculum design
- Selects texts and topics that reflect and validate students' cultural backgrounds
- Incorporates culturally relevant examples and applications of language arts skills
- Supports development of critical literacy skills to analyze texts from multiple perspectives
Technology integration
- Enhances implementation of backward design principles in ELA classrooms
- Supports more efficient planning, assessment, and differentiation in language arts instruction
- Provides additional resources and tools for engaging students in literacy learning
Digital tools for planning
- Utilizes online platforms for collaborative and lesson planning
- Incorporates digital resources for aligning instruction with standards and learning goals
- Supports creation and organization of unit plans and assessments in ELA
- Facilitates sharing and adaptation of backward design plans among teachers
Online resources for assessment
- Integrates digital platforms for formative and summative assessments in language arts
- Utilizes online tools for creating and administering quizzes, surveys, and performance tasks
- Supports digital portfolios to showcase student work and track progress over time
- Incorporates adaptive assessment technologies to provide personalized feedback and support
Blended learning opportunities
- Combines face-to-face instruction with online learning experiences in ELA
- Utilizes digital platforms to extend learning beyond the classroom (flipped learning)
- Incorporates online discussion forums and collaborative tools to enhance engagement
- Provides access to diverse digital texts and multimedia resources to support learning goals
Professional development
- Supports effective implementation of backward design in ELA classrooms
- Ensures teachers have the knowledge and skills to apply this approach effectively
- Promotes ongoing improvement and refinement of curriculum design practices
Teacher training in backward design
- Provides instruction in the principles and processes of backward design
- Offers hands-on practice in developing units and lessons using this approach
- Addresses common challenges and misconceptions in implementing backward design
- Supports teachers in adapting the approach to their specific ELA curriculum and context
Collaborative planning techniques
- Encourages teamwork among ELA teachers in curriculum design and assessment
- Facilitates sharing of ideas, resources, and best practices in backward design
- Supports vertical alignment of curriculum across grade levels and courses
- Promotes professional learning communities focused on improving student outcomes
Ongoing reflection and improvement
- Encourages regular evaluation of curriculum effectiveness based on student performance
- Supports iterative refinement of units and lessons to better achieve learning goals
- Promotes action research and data-driven decision making in ELA instruction
- Facilitates continuous professional growth and adaptation to evolving educational needs
Key Terms to Review (17)
Bloom's Taxonomy: Bloom's Taxonomy is a framework for categorizing educational goals, objectives, and outcomes into different levels of cognitive skills, helping educators design learning experiences. This model emphasizes the importance of understanding how students learn and what they should be able to do at each stage of their education, ranging from simple recall of facts to higher-order thinking skills such as analysis and creation. By using this taxonomy, educators can create assessments, develop lesson plans, and ensure that learning objectives are aligned with desired outcomes.
Common Core State Standards: Common Core State Standards are a set of educational benchmarks aimed at ensuring that students across the United States acquire the knowledge and skills necessary for success in college and career. These standards provide a clear framework for what students should learn in each grade level, emphasizing critical thinking, problem-solving, and analytical skills across various subjects.
Curriculum mapping: Curriculum mapping is a strategic process that involves creating a visual representation of the curriculum, detailing what is taught, when it is taught, and how it aligns with educational standards and learning objectives. This method enables educators to ensure coherence and continuity in the curriculum while identifying gaps and overlaps in instruction. It serves as a tool for improving teaching effectiveness and fostering collaboration among educators.
Desired Results: Desired results refer to the specific outcomes or learning goals that educators aim for students to achieve by the end of an instructional unit or lesson. This concept emphasizes clarity in what students need to know and be able to do, guiding the planning and assessment processes in education.
Determine Acceptable Evidence: To determine acceptable evidence means identifying the specific criteria and standards that will be used to assess whether learners have achieved the desired learning outcomes. This process ensures that assessments align with learning goals and provides valid, reliable measures of student understanding. Acceptable evidence can take various forms, including tests, projects, presentations, and other demonstrations of knowledge and skills.
Differentiation: Differentiation is an educational approach that tailors instruction to meet the diverse needs, interests, and abilities of students. It involves modifying content, processes, products, or learning environments to provide all learners with equitable access to the curriculum. This practice helps to engage students at varying levels of readiness, thereby promoting a more inclusive and effective learning experience.
Evidence of learning: Evidence of learning refers to the tangible indicators that demonstrate a student's understanding, skills, and knowledge acquired through instruction. This evidence can take many forms, such as assessments, projects, or class participation, and is used to evaluate how well students have grasped the learning objectives set forth in educational design.
Formative Assessment: Formative assessment is an ongoing process used by educators to evaluate student learning and understanding during instruction, allowing for adjustments to be made in teaching strategies and learning activities. This type of assessment helps to identify students' strengths and weaknesses, ultimately aiming to enhance learning outcomes by providing timely feedback.
Identify desired outcomes: To identify desired outcomes means to clearly define the goals or learning objectives that one aims to achieve in a specific educational setting. This process helps educators focus their instruction and assessments on what students should know and be able to do by the end of a lesson or unit, ensuring alignment with educational standards and learner needs.
Next Generation Science Standards: The Next Generation Science Standards (NGSS) are a set of educational guidelines aimed at improving science education in the United States. They focus on a three-dimensional approach to learning that integrates core ideas, crosscutting concepts, and scientific practices, encouraging students to engage deeply with science. These standards emphasize the importance of assessment strategies, curriculum design, and language development, promoting literacy in STEM subjects.
Plan learning experiences: Planning learning experiences involves designing educational activities and lessons that align with desired learning outcomes, ensuring students can acquire and apply knowledge effectively. This process is crucial as it focuses on understanding what students need to learn, how they will learn it, and how their understanding will be assessed. A structured approach helps educators create engaging and meaningful lessons that cater to diverse learning styles.
Scaffolding: Scaffolding refers to a teaching method that provides support to students as they develop new skills and understanding, gradually removing that support as they become more proficient. This approach helps learners build on their existing knowledge and navigate complex tasks by offering structured guidance until they are ready to work independently.
Smart Goals: Smart goals are specific, measurable, achievable, relevant, and time-bound objectives that help individuals and groups clarify their intentions and focus their efforts on achieving desired outcomes. This framework enhances the ability to assess progress and adapt strategies effectively, making it a vital tool in educational planning and assessment.
Summative Assessment: Summative assessment refers to the evaluation of student learning at the end of an instructional unit by comparing it against some standard or benchmark. It is typically used to assess whether students have achieved the learning objectives and outcomes, providing a comprehensive overview of their knowledge and skills at a specific point in time.
Understanding by Design: Understanding by Design (UbD) is an educational framework that emphasizes the importance of planning curriculum and instruction by starting with the desired learning outcomes and working backward to create assessments and learning activities. This approach encourages educators to focus on what students need to understand and be able to do, ensuring that all instruction aligns with the end goals and enhances student understanding and retention.
Vertical alignment: Vertical alignment refers to the systematic and coherent arrangement of curriculum content and learning objectives across different grade levels or educational stages. This concept ensures that as students progress through their education, they encounter increasingly complex ideas that build upon prior knowledge, thereby facilitating deeper understanding and mastery of subjects over time.
Wiggins and McTighe: Wiggins and McTighe are educational theorists known for developing the concept of 'backward design,' a framework for curriculum planning that starts with identifying desired learning outcomes before planning instructional activities. This approach emphasizes clarity in objectives and assessments, ensuring that teaching is purpose-driven and aligned with students' learning goals.