Backward+Design

**Backward Design**

Most design processes begin with an idea or a sketch of what the end product should look like. Merriam Webster defines a design as, “a preliminary sketch or outline showing the main features of something to be executed”. Before I begin work on my garden or a remodel project, I determine what the finished product to look like. Corporations create mission and vision statements and every tie every action to those statements. Most successful people set and define goals before beginning any endeavor. It makes sense that this method of design should be applied to education.

Backward design is an instructional design framework described by Grant Wiggin and Jay McTighe in the article, “Understanding by Design.” The Backward design model is non- traditional in that it is results driven rather that content driven. Wiggins and McTighe contend “Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results.” Backward design is implemented in three phases:


 * 1) Identify desired outcomes and results.
 * 2) Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).
 * 3) Plan instructional strategies and learning experiences that bring students to these competency levels.

District, state, and national knowledge and performance standards identify what a student should know and be able to do once he or she graduated from high school. Considering how to help students meet or exceed these standards contributes to the first phase of the Backward Design method. Having a clear picture of what it is important for students to learn and be able to demonstrate will drive the rest of the process. Instructional designers should look past the written standards to the concepts and ideas that will make information meaningful to the students. Developing essential questions and subsidiary questions which address “enduring understanding” of the subject matter will establish the context for inquiry based learning. It is also helpful for an instructor to consider their own strengths and interests and the students interests when starting the planning process. Learning will be better facilitated with a passionate instructor and interested students.

Once the learning objectives have been clarified, it will be necessary to define methods for assessing that the student has acquired the objective skills, understanding, and knowledge. This is phase two of the Backward Design process. What assessment methods will be acceptable as evidence of achievement of objectives? The instructional designer should consider whether an informal or a formal method of assessment would be appropriate. Wiggins and McTighe list three types of assessment: Performance Task, Criteria Referenced, and Unprompted or Self-Assessment. Tasks may be best assessed by student demonstration. Acquisition of knowledge might be best assessed by testing or observation. Understanding and ability to apply it might guaged via observation or self-assessment. It is important to determine how outcomes or results will be assessed before lesson plans are created.

It is during the final phase of the Backward design process that the actual lesson content is created. The activities and learning experiences are outlined, developed, and ordered. The methods and materials are determined. The roles of students and teachers for each lesson are laid out. What traditionally is done at the beginning is now the final phase.

Someone said “In the absence of clearly defined goals we become strangely loyal to performing daily acts of trivia.” Doing the same thing the same way will typically lead to the same results. If students are not being equipped for success using traditional methods, it may be time for a new method. This one makes sense and will ultimately save time.


 * References **

Understanding by Design, Grant Wiggins and Jay McTighe, Backward Design

webshare.northseattle.edu/tlc/docs/Article_Backward_Design.doc

=Instructional Design Intensive =

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http://digitalliteracy.mwg.org/curriculum/process.html

//Students will demonstrate within and integrate across all content areas the ability to // //1. develop questions and ideas to initiate and refine research // //2. conduct research to answer questions and evaluate information and ideas // //3. design and conduct field and laboratory investigations to study nature and society // //4. use technological tools and other resources to locate, select and organize information //
 * Health || Is Diabetes a new epidemic? ||
 * Student Expectations || * Students will use the Internet, interviews, and other resources to find statistics, scientific, and anecdotal information about Type II Diabetes.
 * Students will create individual informational brochures with their findings about Type II Diabetes.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Students work in teams to create multimedia presentations describing the risk factors for Type II Diabetes and offering suggestions for reducing the likelihood of an individual developing the condition.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Students will work with classmates to select a method and plan events for disseminating information gathered to the school and community. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Essential (Guiding) Questions || # //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Why has Type II Diabetes become a more common diagnosis in the past 20 years? //
 * 1) //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What is glucose and what role does it play in the development of Diabetes. //
 * 2) //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Have lifestyle changes have contributed to the increased number of people with this disorder? //
 * 3) //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Is this a public health problem? How should it be addressed? // ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Assessment || //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. //

//<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate within and integrate across all content areas the ability to // //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">1. plan and make written, oral and visual presentations for a variety of purposes and audiences // //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">2. review and revise communications to improve accuracy and clarity // //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">3. exchange information, questions and ideas while recognizing the perspectives of others // //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">4. present perceptions and ideas regarding works of the arts, humanities and sciences // || v [|//http://diabetes.niddk.nih.gov/dm/pubs/riskfortype2///] v [|//http://www.hsph.harvard.edu/nutritionsource/diabetes-prevention/preventing-diabetes-full-story/index.html//] v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Collect information and record it to that you can participate in a classroom forum which addresses the following questions: //
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Learning and Teaching Activities ** ||  ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Introductory Activity || * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Take the Diabetes risk test to determine if you are at risk for developing Type II diabetes. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Ask 2-3 immediate family members to complete the Diabetes risk test. // ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Instructional Activities || v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Study the websites listed and two that you locate on your own. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What is Type 2 diabetes? //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What do statistics tell us about the incidence of the disease? //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Why is Type 2 diabetes becoming more common in children and teens? //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">How is Type 2 diabetes treated? //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">How can Type 2 diabetes be delayed or prevented? //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">What can society do to address this public health problem? //

v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Give 2 examples of each: // v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">The class will plan and execute and event which informs other students about Type II diabetes and ways to avoid it. // || v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Create a brochure to include criteria in the following checklist : // v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Participate in a classroom forum. (5 points) // v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Participate in the planning and execution of Diabetes awareness event. (5 points) // ||
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Foods selections from your school menu which are healthy choices and would not increase the risk for the consumer for type II diabetes. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Foods from your school menu which a person who is at risk for Type II diabetes should avoid. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Individual and group activities which promote healthy lifestyles. //
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Assessment Activities || v //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Complete and turn in answers to the discussion questions. Each answer will be graded as follows: //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">2 points – Addresses the question with accuracy and reflection in one or more robust paragraph. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">1 points – Addresses the question in one or more robust paragraph but is lacking in either accuracy or reflection. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">0 point – Does not address the question with accuracy or reflection in one or more paragraph. //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">TOTAL POSSIBLE POINTS: 12 //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Describes what diabetes is – 1 point //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Describes what the risk factors are – 1 point //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Diet recommendations and avoidance- 1 point //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Activities which reduce risk factors. - 1 point //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Uses fonts and colors appropriately 1-point //
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Includes at least 2 appropriate graphics- 1 point //
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Student Product || //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Not included // ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Extension || //<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Will work with individual students to modify lesson as appropriate. // ||