Pratt, D. D. (2002). Good Teaching: One Size Fits All? New Directions for Adult and Continuing Education, 2002(93), 5–16. https://doi.org/10.1002/ace.45
Backwards Design is an instructional planning approach that starts with the identification of desired learning outcomes and then works backward to develop curriculum units, performance assessments, and classroom instruction. This method emphasizes the importance of aligning teaching activities with educational goals and assessments to ensure that students achieve the intended understanding and skills.
The core principle of Backwards Design is to begin with the end in mind. Educators first determine what they want students to learn and be able to do by the end of a course or unit. They then design assessments that provide evidence of student learning and finally plan instructional activities that will lead students to achieve those outcomes.
Backwards Design typically involves three main stages:
Educators specify the knowledge, skills, and understandings that students should acquire. This involves determining what content is essential and what enduring understandings are desired. The focus is on what students should know, understand, and be able to do.
In this stage, educators decide how they will measure whether students have achieved the desired results. This involves designing assessments that provide evidence of student understanding and proficiency. Both formal and informal assessments are considered to gather a comprehensive view of student learning.
With clear goals and assessment methods in place, educators plan instructional activities that will help students develop the necessary knowledge and skills. The instruction is designed to prepare students for the assessments and ultimately to achieve the desired learning outcomes.
Backwards Design addresses common pitfalls in curriculum planning, such as the "coverage" approach, where teachers aim to cover all material in a textbook without ensuring deep understanding. It also counters the issue of "activity-oriented" design, where engaging activities may not necessarily lead to the intended learning outcomes.
By focusing on the desired results from the outset, Backwards Design ensures that all aspects of teaching are aligned and purposeful. It promotes a more thoughtful and intentional approach to curriculum development, prioritizing student understanding over mere content coverage.
The concept of designing educational experiences by starting with the end goals is not new. Ralph W. Tyler, in his 1949 work, emphasized the importance of defining educational objectives as the basis for selecting materials, outlining content, developing instructional procedures, and preparing tests.
Additionally, George Pólya's 1945 book "How to Solve It" discusses the strategy of "thinking backward" in problem-solving, highlighting its effectiveness in reaching desired conclusions by considering the end goal first.
Engaging in peer review sessions is a valuable aspect of Backwards Design. Educators share and discuss curriculum and assessment designs with colleagues, which fosters professional growth and enhances the quality of instructional planning. This collaborative approach ensures that teaching strategies are critically examined and refined to better meet student needs.
Implementing Backwards Design can be challenging as it requires educators to shift their focus from teaching methods and activities to the desired learning outcomes. It demands careful planning and a deep understanding of the goals to ensure that instruction is effectively leading students toward achieving them.
Backwards Design is significant because it aligns curriculum, assessment, and instruction with the desired learning outcomes. It ensures that students are provided with clear purposes and explicit performance goals, enhancing their ability to understand and meet educational objectives. This method promotes a more effective and efficient learning experience by centering all teaching efforts around what is truly important for students to learn.