Educational Innovation at UW-Madison: The "Backward Design" Framework

Summary

Backward design is an educational framework developed by Wiggins and McTighe, focusing on learning outcomes before planning activities. It involves three steps: defining learning goals, assessing how to measure those goals, and then designing classroom activities to align with these objectives. This approach ensures activities are purposeful and help students understand how daily tasks connect to their learning goals, potentially requiring educators to eliminate beloved but irrelevant activities.

Takeaways

• 📚 Backward design originates from the K-12 education sector and is championed by Wiggins and McTighe.
• 🔄 It emphasizes starting with learning outcomes rather than teaching activities to ensure educational goals are met.
• 🎯 The process involves three main steps: identifying learning goals, determining assessment methods, and planning classroom activities.
• 📈 Backward design is about aligning teaching activities with learning goals and assessment strategies.
• 📑 It encourages educators to start with what they want students to know and be able to do, rather than jumping straight to activities.
• 📋 The approach suggests considering both formative and summative assessments to gauge student progress and achievement.
• 🚫 It may require educators to eliminate or modify activities that are enjoyable but do not contribute to the learning goals.
• 🤔 Reflection is a key component of backward design, encouraging teachers to consider how their activities align with learning goals.
• 👨‍🏫 The process can help clarify for students how their daily activities are connected to the overall learning objectives.
• 📈 Learning goals can be identified from various sources, including personal reflection, textbooks, colleagues, and students.
• 🗓 Wiggins and McTighe discuss different levels of learning goals, from enduring understandings to important knowledge and skills.

Q & A

What is backward design?

Backward design is an instructional design framework originating from the K-12 education sector, focused on designing learning experiences starting with the desired learning outcomes.

Who are the primary influencers behind backward design?

Grant Wiggins and Jay McTighe are considered the founders or primary influencers of backward design.

What is the basic process of backward design?

The basic process of backward design involves three steps: identifying learning goals, determining assessments to measure those goals, and then planning classroom activities aligned with both.

Why is starting with activities considered a wrong approach according to backward design?

Starting with activities can force educators to map their instruction in the wrong direction, focusing on the tasks rather than the intended learning outcomes.

What does backward design suggest educators do after identifying learning goals?

After identifying learning goals, backward design suggests determining how to assess whether those goals have been met before planning classroom activities.

What is the role of assessment in the backward design process?

Assessment in backward design serves to determine what counts as learning and displays of learning within a domain, including both formative and summative assessments.

Why is it important to plan classroom activities last in the backward design process?

Planning classroom activities last ensures that all activities are geared towards helping students demonstrate knowledge and skills related to the learning goals.

What is the challenge that backward design often presents to educators?

A significant challenge is letting go of beloved activities that may not align with learning goals, even if they are engaging.

How can backward design help students understand the relevance of their learning activities?

By explicitly connecting daily activities to learning goals and assessments, students can better understand how their work contributes to achieving those goals.

What are some sources of learning goals mentioned in the script?

Sources of learning goals include personal reflection, textbooks, colleagues, former students, and courses within a sequenced learning program.

What are the different levels of learning goals discussed by Wiggins and McTighe?

Wiggins and McTighe discuss enduring understandings (long-term goals), important to know and do (practical skills), and worth knowing (factual knowledge) as different levels of learning goals.