Backwards design: Difference between revisions
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== Definition == | == Definition == | ||
* '''Backwards design''' is an [[instructional design method]] invented by Wiggins and McTighe | * '''Backwards design''' is an [[instructional design method]] invented by Wiggins and McTighe and is part of their larger ''Understanding by Design'' framework. | ||
* It is particularly suited for teacher designers who think in terms of what they wish to achieve. | * {{quotation | Backward design begins with the end in mind: What enduring understandings do I want my students to develop?}} ([http://www.greece.k12.ny.us/instruction/ela/6-12/BackwardDesign/Overview.htm]). It is particularly suited for teacher designers who think in terms of what they wish to achieve. | ||
== The model == | == The model == | ||
| Line 18: | Line 18: | ||
#* definition of materials | #* definition of materials | ||
#* definition of learning /teaching activities (scenarios). | #* definition of learning /teaching activities (scenarios). | ||
== Variants == | |||
There exist other variants, e.g. below is a set of steps adapted to specific schoolteachers in a specific environment (see [http://www.greece.k12.ny.us/instruction/ela/6-12/BackwardDesign/Overview.htm Backward Design Overview & FAQ]: | |||
# Decide on the themes, enduring understandings and essential questions for the unit. | |||
# Design a summative for the end of the unit. | |||
# Align the unit with the New York State ELA Standards and choose outcomes, strategies and best practices to teach them. | |||
# Choose resources to create a rich and engaging multi-genre thematically-linked unit. | |||
# Weave back and forth across the curriculum map to make revisions and refinements. | |||
== Links == | == Links == | ||
| Line 23: | Line 32: | ||
* [http://pixel.fhda.edu/id/six_facets.html Developing Goals and Objectives] | * [http://pixel.fhda.edu/id/six_facets.html Developing Goals and Objectives] | ||
* [http://www.ubdexchange.org/ Understanding by Design Exchange]. This is the Website sponsored by Grant Wiggins & Jay McTighe. Includes resources. | * [http://www.ubdexchange.org/ Understanding by Design Exchange]. This is the Website sponsored by Grant Wiggins & Jay McTighe. Includes resources. | ||
* [http://www.iearn.org/civics/may2003workshop/Understanding%20by%20Design%20Teaching%20Ellen%20Meier%20CTSC.pdf Understanding by Design] (PDF Slides by Ellen.B Meier) | |||
* [http://www.ltag.education.tas.gov.au/Planning/models/princbackdesign.htm Principles of Backward Design] | |||
* [http://www.greece.k12.ny.us/instruction/ela/6-12/BackwardDesign/Overview.htm Backward Design] (Overview & FAQ at B. Ladwig and K Pagano-Fuller's English Language Arts Site.) | |||
== References == | == References == | ||
* Wiggins,G., | * Wiggins,G., McTighe, J. (2006) [http://www.ubdexchange.org/resources/news-articles/backward.html Are the Best Curricular Designs "Backward"?] | ||
* Wiggins,G., McTighe, J. (2001). Understanding by Design, Prentice Hall. ISBN 013093058X | |||
* Wiggins,G. & Jay McTighe: (2004). Understanding by Design Professional Development Workbook, Association for Supervision and Curriculum Development ([http://shop.ascd.org/ ASCD]), Alexandria, VA. | |||
[[Category:Instructional design models]] | [[Category:Instructional design models]] | ||
[[Category:Design methods]] | [[Category:Design methods]] | ||
Revision as of 15:34, 31 May 2006
Definition
- Backwards design is an instructional design method invented by Wiggins and McTighe and is part of their larger Understanding by Design framework.
- “Backward design begins with the end in mind: What enduring understandings do I want my students to develop?” ([1]). It is particularly suited for teacher designers who think in terms of what they wish to achieve.
The model
The model has 3 stages:
- Identify desired results (learning outcomes)
- “What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?” ([2])
- Determine Acceptable Evidence (means to assess if learners have learnt)
- “How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency?”([3])
- Plan learning experiences and instruction. This includes:
- definition of knowledge (know-that), skills and procedures (know-how) students ought to master
- definition of materials
- definition of learning /teaching activities (scenarios).
Variants
There exist other variants, e.g. below is a set of steps adapted to specific schoolteachers in a specific environment (see Backward Design Overview & FAQ:
- Decide on the themes, enduring understandings and essential questions for the unit.
- Design a summative for the end of the unit.
- Align the unit with the New York State ELA Standards and choose outcomes, strategies and best practices to teach them.
- Choose resources to create a rich and engaging multi-genre thematically-linked unit.
- Weave back and forth across the curriculum map to make revisions and refinements.
Links
- Developing Goals and Objectives
- Understanding by Design Exchange. This is the Website sponsored by Grant Wiggins & Jay McTighe. Includes resources.
- Understanding by Design (PDF Slides by Ellen.B Meier)
- Principles of Backward Design
- Backward Design (Overview & FAQ at B. Ladwig and K Pagano-Fuller's English Language Arts Site.)
References
- Wiggins,G., McTighe, J. (2006) Are the Best Curricular Designs "Backward"?
- Wiggins,G., McTighe, J. (2001). Understanding by Design, Prentice Hall. ISBN 013093058X
- Wiggins,G. & Jay McTighe: (2004). Understanding by Design Professional Development Workbook, Association for Supervision and Curriculum Development (ASCD), Alexandria, VA.