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1. Identify Desired Results

The first stage of backward design is to decide on your learning goals for the course within your given time limitations. This will help you figure out what kind of curriculum is realistic and achievable for your course.

  • What are the big ideas and concepts students should retain?

  • What knowledge and skills should students master?

  • What should students hear, read, view, explore or otherwise encounter?

Office Work

In this section, we will go over how to construct your course materials using Backward Design.  The process is broken down into three steps: Identifying Desired Results, Determine Acceptable Results, and Planning Learning Experience and Instruction.  Backward design will help you keep your online lectures clear and concise.

2. Determine Acceptable Evidence

What assessments and performance tasks will students have to complete in order to demonstrate their understanding of the content?  There are two questions you should ask:

  • How will I know if students have achieved the desired results?

  • What will I accept as evidence of student understanding and proficiency?

Students Taking Exams

3. Planning Learning Experience and Instruction

Finally, it’s time to plan and create instructional strategies and learning activities. You can ask yourself the following questions:

  • What enabling knowledge and skills will students need in order to perform effectively and achieve the desired results?

  • What activities will equip students with the needed knowledge and skills?

  • What will need to be taught and coached and how should it be taught in light of your performance goals?

Teacher Writing a Formula on a Blackboar

Design Your Course with the Following in Mind:

  • WHERE is the unit in the context of your course and WHAT is expected?

  • HOOK all students and HOLD their interest

  • EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the ideas

  • Provide opportunities to RETHINK and REVISE their understanding and work

  • Allow students to EVALUATE their work and its implications

  • TAILOR the unit to the different needs, interests, and abilities of learners

  • ORGANIZE your course to maximize engagement and effective learning

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