Mehreen Alberts
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Backward Design can be summarized as a process or model for designing instructional materials where the instructor or instructional designer focuses on the desired end results (I.e., the outcome) of a class or course instruction 😎 Rather than beginning the planning process with a focus on supporting exercises, resources or long-used textbooks, the designer focuses on the learners and begins the design process by asking what learners should be able to understand and do after the provided instruction 🔥 The designer then identifies what types of evidence are sufficient proof of the desired end result 🔥 The designer works “backwards” from that end goal and intentionally plans and develops supporting instruction and learning experiences around the desired outcomes and evidence. [1]
You build your course using backward design. Instead of predetermined activities and assignments, your courses are built around what you expect your students will learn from it. You might want them to know how to perform a certain kind of analysis, or to have a critical understanding of a particular theory and its shortcomings, or to know what things changed in a specific historical moment, or to be able to gather information using your discipline’s methodology; there are many possibilities, and you might have many goals for a single class. Backward design is a way to anchor course development in an articulated understanding of the learning goals—just what it is that you want students to learn—and work backward from there. [2]
Sites.google.com He then explains how Backward Design allows teachers to start at the beginning, to teach students the skills and understandings they need, and work backwards to the place most teachers begin: engaging in class activities. The assessment part of the plan can be started once the goal has been established. The activities are next. All activities are planned to help students understand the major ideas. Students do this by asking essential questions and receiving feedback. While Backward Design is not an easy design, it can be very effective and should be used by every educator. [3]
We talk about the topics that we are covering in our teaching plans. This shorthand is practical; we’re not going to drill down into specific skill and knowledge objectives while waiting our turn at the bagel table. But when I’m thinking about the lessons I gaveiven my students, the ones I observed in my colleagues’ classrooms, and the work I’ve seen my own children do, I’m thinking this shorthand might be a pretty fair representation of what many of us are still doing: churning out lessons that keep students busy with our content without ever getting clear about what we want them to learn. [4]
Effective instruction begins with clear learning objectives. At this point, the driving question is “What is worth understanding?” To allow students to grasp the essential concepts and not overwhelm them with too many concepts at once, narrowing the scope is often necessary. To help you choose the best ideas to teach, consider each objective and how it relates to the topic or idea. This is how you complete this. Stage will ensure that the final course design accomplishes the task of “framing instruction around enduring understandings and essential questions.”1 See also Course Objectives for more on how to develop For students, it is important to have clear outcomes. This article was revised by Isabella W. Changde, China (November 6, 2020). [5]
Refer to the Article
- https://www.learning-theories.com/backward-design.html
- https://commons.georgetown.edu/teaching/design/designing_backward/
- https://sites.google.com/a/nau.edu/educationallearningtheories/backward-design-model
- https://www.cultofpedagogy.com/backward-design-basics/
- https://www.wwu.edu/teachinghandbook/course_design/backward_design.shtml
