Backwards Design Blueprint

Planning a Course: Learning Outcomes and Backward Design

When planning or revising a course, scholarship tells us to start with the end in mind, i.e., to start with specific and measurable learning outcomes (goals, objectives). The learning outcomes build the foundation of any lesson, course, or program. All other elements are aligned with them, meaning that they are closely related and support progress toward those learning outcomes.

Once we know what specific and observable outcomes we expect from our course, we can design backward, i.e., opposite to the chronology of the students’ learning experience. The guiding principle for this process is called backward design and was popularized by Grant Wiggins and Jay McTighe, in Understanding by Design.

The three stages of the backward-design process are illustrated in the diagram below:

This backward design can be applied to a program, course, or single lesson. The design questions that guide each stage of the process are listed below.

Part 1: Measurable Learning Outcomes

Determine Learning Goals

What do you want your students to know (knowledge), do (skills), and feel (values, attitudes) at the end of a [lesson, course, or program]?

Learning goals are interchangeably called learning outcomes or learning objectives in the scholarship. No matter the choice of terminology, the common idea is to identify statements that outline what learning one can observe and measure upon completion of the learning experience, be it a lesson or a whole program. Hence, it is helpful to articulate learning objectives by completing this prompt:

“At the end of the [lesson, course, program], students will/should be able to _____.”

It is helpful to use so-called “action verbs” (see Bloom's Verbs below) that describe observable/measurable learning behavior in one’s learning outcome statements. In turn, it is recommended to avoid verbs such as to understand, to know, or to learn because they describe complex processes within a learner that cannot be observed and measured as such.

See “Bloom’s Taxonomy Verbs"

With course-level learning goals in place, consider how to conceptually structure your course, which may be week by week and/or possibly bigger units. Identify module/unit learning outcomes and map them to the overarching course-level learning outcomes. The process of explicitly breaking down end goals into intermediate goals helps students to focus and feel motivated by understanding the rationale behind the work they are asked to complete.

Articulate Learning Goals Consistently

Use your syllabus as a tool for learning and a companion for students as they proceed through your course. It helps students to easily find specific and measurable learning outcomes as well as a list of course assessments that are clearly connected to the learning outcomes.

Consider posting the course and module/learning outcomes in a variety of places in the course (e.g., About this course page; syllabus; module descriptions; course module/unit agendas or instruction pages) to stress the role of learning and learning goals in your course design. Remind yourself and your students explicitly of your unit- and course-level learning outcomes to clarify goals and expectations, uncover the rationale and purpose of materials and activities, and practice accountability.

Part 2: Planning Your Course Using Backward Design

Identify desired results.

• What relevant goals (program outcomes, course outcomes, learning objectives) will this design address?

• What are the big ideas that you want students to come to understand in this unit?

• What will students know and be able to do as a result of this unit?

• What will students eventually be able to do as a result of the knowledge and skills they gain in this unit?

• What provocative questions will foster inquiry, understanding, and transfer of learning?

Determine acceptable evidence.

• Through what tasks (homework assignments, quizzes, in-class activities, projects, exams) will students demonstrate their learning in this unit?

• By what criteria will students' performance be evaluated?

• How will students be guided to reflect upon and self-assess their learning in this unit?

Plan learning experiences and instruction.

• What learning experiences and instruction will enable students to achieve the desired results?

• How will the design of the unit

  • help the instructor to know students' prior knowledge?

  • help students to know what is expected?

  • hook students and hold their interest?

  • help them experience the big ideas and grapple with the content?

  • provide opportunities to revise their understanding and work?

  • allow students to evaluate their work?

  • be organized to maximize student engagement?