Talk:Backwards design

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1 -- Rblomeyer 21:02, 28 June 2009 (UTC)

I disagree with the note at the top of this topic that this subject needs to be enlarged or elaborated.

Backwards Design is an elegant and cognitively complex process. It requires enormous dedication to the "crraft of instruction" to put it into practice.

But it doesn't need more words to decribe it's essence.

Read anything I've written and you'll all enjoy the irony of that statement. :-)

Robert L. Blomeyer, Jr.

1.1 Re: -- Daniel K. Schneider 16:07, 29 June 2009 (UTC)

Ha ok I take the point. Basically I just put an "incomplete template" on most pages in order to make sure that readers understand how little time I spent on the piece ....

Removed the template :) -

1.1.1 Re: Re: -- Rblomeyer 17:23, 24 July 2009 (UTC)

Daniel: Glad you enjoy self-depricating irony as much as I do. I have a question about edutechwiki. Your Talk feature has a commenting ability that a MediaWiki I've launched lacks. Which MediaWiki plug-in did edutechwiki install to get your nice "commenting" to work. Or, what PHP hack does it need? Reply by e-mail since this has nothing to do with Backwards Design. BobBl (

2 The Backwards Design Page is missing one thing... -- Rblomeyer 17:46, 24 July 2009 (UTC) -- Rblomeyer 17:46, 24 July 2009 (UTC)

Come to think of it, there is something missing. Unlike just about everyone else claiming expertise in "instructional design," Wiggins & McTighe don't make "formative or summative" evaluation a separate part of the instructional design process.

They address it, but as something the instructor should neccessarily do as a routine part of lesson execution.

I don't want to start "waxing eloquent" on this point about evaluating the outcome or "effects" of instruction. (God help us all if that were to happen.)

However I recommend edutechwiki management have a look at this source:

What is Backwards Design?

In particular at these two bullets attributed to Jay McTighe and Eliot Seif on page 6:

The Teacher

• Uses information from ongoing assessments as feedback to adjust instruction.

• Uses information from ongoing assessments to check for student understanding and misconceptions along the way.

IMHO that warrants saying something terse and appropriate about ongoing formative assessment of instructional outcomes.

I might not be the best person to add something to this page. If encouraged, you might all regret it later.