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Understanding by Design

Wiki Contributions

Wiggens, J. and J. McTighe (2006). Understanding by Design. Alexandria, Virginia. Association for Supervision and Curriculum Development.  A few of the chapters are available online.  The following is a summary of the concept of "Backwards Design"



Backwards Design

The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered. Their framework identifies three main stages:
Stage 1: Identify desired outcomes and results.
Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).
Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

Stage 1. Identify Desired Results - In other instructional design models this is known as defining goals and objectives. Wiggins and McTighe ask instructors to consider not only the course goals and objectives, but the learning that should endure over the long term. This is referred to as the “enduring understanding.” Wiggins and McTighe suggest that “the enduring understanding” is not just “material worth covering," but includes the following elements:

Enduring value beyond the classroom
Resides at the heart of the discipline
Required uncoverage of abstract or often misunderstood ideas
Offer potential for engaging students

“Backward design” uses a question format rather than measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content.


These questions focus on the following:
To what extent does the idea, topic, or process reside at the heart of the discipline?
What questions point toward the big ideas and understandings?
What arguable questions deepen inquiry and discussion?
What questions provide a broader intellectual focus, hence purpose, to the work?


Once the key concepts-questions are identified, develop a few questions that apply the line of inquiry to a specific topic.

Examples from Wiggins and McTight (1998)

Overall question:
"How does an organism's structure enable it to survive in its environment?"


Specific topic question:
"How do the structures of amphibians and reptiles support their survival?"


Asking inquiry-based questions facilitates the students "uncovering" the answer.

Stage 2. Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).

The second stage in the design process is to define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions.

Wiggins and McTighe define three types of assessment:
Performance Task— The performance task is at the heart of the learning.
A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context.

Criteria Referenced Assessment (quizzes, test, prompts)
These provide instructor and student with feedback on how well the facts and concepts are being understood.
Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).

Stage 3. Plan Learning Experience and Instruction

In this stage it is determined what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding.
Subpages (1): Combining Concepts