Have you ever heard of the term instructional design? Instructional design refers to the systematic process of creating effective and efficient instructional materials, activities, and experiences to facilitate learning. There are numerous instructional design models, each with the common end goal of efficiently and effectively delivering instruction that improves student achievement. The models process this in different manners. The Backward Design model is a powerful approach to curriculum planning and instructional design that emphasizes clarity of purpose, student understanding, and meaningful learning outcomes. Developed by Grant Wiggins and Jay McTighe, Backward Design encourages educators to start the instructional planning process by identifying desired learning outcomes and then working backward to create assessments and effective learning experiences.
Backwards Design
Outcomes
Assesment
Learning Activities
Stages of Backward Design
The backward design process consists of three stages: identifying desired results, determining acceptable evidence, and planning learning experiences and instruction.
Identify Desired Results: In this initial stage, educators clarify the desired learning outcomes and create clear goals for student achievement. This involves understanding the big ideas and essential questions that drive the subject matter, as well as the specific knowledge, skills, and dispositions that students should develop. By focusing on the end goals, educators ensure that instructional decisions align with the desired results
Determine Acceptable Evidence: Once the desired results are established, educators identify appropriate assessments and evidence that can demonstrate student understanding and achievement of the learning goals. This includes considering both traditional assessments, such as tests and projects, as well as alternative methods like presentations, portfolios, or performance-based assessments. By clearly defining the evidence, educators ensure that the assessments align with the desired outcomes and provide meaningful feedback to guide instruction.
Plan Learning Experiences and Instruction: In the final stage, educators design the learning experiences and instructional strategies that will help students achieve the desired outcomes. This involves selecting appropriate instructional materials, resources, and activities that support deep understanding and engagement. Educators consider how to effectively sequence the learning experiences, differentiate instruction to meet diverse student needs, and provide ongoing opportunities for formative assessment and feedback.
Throughout the backward design process, educators continually reflect on the alignment between the desired outcomes, assessments, and instructional strategies. This iterative approach allows for ongoing refinement and adjustment to ensure that the curriculum design effectively supports student learning.
Benefits
Benefits of backward design include improved coherence and alignment in curriculum planning, increased student engagement and motivation, and a focus on deep understanding rather than superficial coverage of content. By starting with the end in mind, educators can foster deep understanding, engagement, and impactful learning experiences that lead to lasting knowledge and skills for students.
Importance of Clear Outcomes
As educators, we all want to provide the best possible learning experiences for our students. One of the key components of achieving this goal is to define clear learning outcomes. This is the part of the first step of “beginning with the end in mind.” Learning outcomes are specific, measurable statements that describe what learners should be able to do, know, or understand as a result of a particular learning experience. They are directly aligned with the desired goals and assessments.Well-defined learning outcomes are essential for effective teaching and learning. They help ensure that instruction is focused and relevant, and that learners have a clear understanding of what is expected of them. By clearly stating learning outcomes, educators can also better align their teaching strategies and assessments with the intended outcomes. Below, we will provide practical guidance on how to align learning outcomes with lesson plans and activities, as well as how to assess and evaluate students’ progress towards meeting those outcomes. Whether you are a seasoned educator or just starting out, the resources provided on this webpage will help you enhance your teaching and improve student learning outcomes.By clearly defining learning outcomes, educators can create focused and relevant instruction, and provide students with a clear understanding of what is expected of them. We hope that this page will help you to better understand the importance of learning outcomes in effective teaching, and provide you with the tools you need to create effective and meaningful learning experiences for your students.
Bloom’s Taxonomy
Bloom’s Taxonomy is a framework that classifies educational objectives and goals into a hierarchical structure. It was developed by educational psychologist Benjamin Bloom in the 1950s, and has since become one of the most widely used models for categorizing learning outcomes.The taxonomy consists of six levels, which range from lower-order thinking skills to higher-order thinking skills. These levels include:
Remembering – recalling information
Understanding – comprehending information
Applying – using information in a new context
Analyzing – breaking down information into component parts
Evaluating – making judgments about information
Creating – generating new ideas or products
By categorizing learning objectives into these six levels, Bloom’s Taxonomy provides a framework for educators to create learning activities and assessments that align with the intended learning outcomes. Research has shown that using Bloom’s Taxonomy can improve student learning outcomes. In a study by Anderson and Krathwohl (2001), students who were taught using higher-order thinking skills achieved better learning outcomes than those who were taught using only lower-order thinking skills.
Construction of Learning Outcomes
When creating learning outcomes using Bloom’s Taxonomy, it is important to consider the level of thinking required for the intended outcome. To do this, it can be helpful to use a verb chart that lists action words associated with each level of the taxonomy.Here is an example of a verb chart for Bloom’s Taxonomy:
Create, design, develop, construct, generate, produce
Using this verb chart, educators can construct learning outcomes that align with the level of the appropriate level of taxonomy. For example, a learning outcome at the “Remembering” level might be, “Students will be able to recall the key events of a historical period.” In contrast, a learning outcome at the “Creating” level might be, “Students will be able to design a new product that addresses a specific market need.” Only one measureable verb can be used per outcome. If two measureable verbs are used such as identify and create then a student could possibly be able to successfully identify but not create. You would not be able to say the student successfully demonstrated knowledge of the outcome, because part of it was not accomplished.The use of a Bloom’s verb chart ensures you are including a measureable verb. If the verb isn’t measureable, then you can not document the student’s progress toward the outcome. For example, you can not use the word learn in an outcome. How would this be measured? Instead you will think of how the students will demonstrate their learning.
Scaffolding
When creating learning outcomes, it is important to remember that each level of the taxonomy builds upon the previous level. Therefore, it is important to start with lower-order thinking skills and gradually move towards higher-order thinking skills as students develop their understanding and abilities. Bloom’s Taxonomy aids in lesson planning as well as course design by providing educators with a clear way to differentiate between different levels of cognitive complexity. This can be particularly useful when designing assessments, as it allows educators to develop assessment tasks that are aligned with the intended learning outcomes and that provide students with opportunities to demonstrate their understanding and abilities at the appropriate level of cognitive complexity.
Align with Assessment
Each outcome should directly connect with an assessment to evaluate the student’s progress towards the outcome. By educators identifying the specific knowledge, skills, and abilities that students should be able to demonstrate in order to achieve the intended learning outcomes, they can more intentionally develop instructional activities that provide students with opportunities to practice and develop the required knowledge, skills, and abilities. By using Bloom’s Taxonomy to construct learning outcomes, educators can create focused and relevant instruction that aligns with their intended learning goals. This approach can lead to better learning outcomes for students and improved teaching effectiveness.
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Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman Publishing Group.
Aligning Assessments with Outcomes
Once objectives have been created, educators can identify appropriate assessments that align with them to support student growth and provide meaningful insights into student understanding and progress. When identifying appropriate assessments, there are several steps or factors to consider. Here are some key considerations:
Alignment: Ensure that the assessments align with the learning objectives and instructional content. The assessments should directly measure what students are expected to know or be able to do.
Assessment Types: Consider different types of assessments, such as formative assessments (used during instruction to provide feedback and guide learning) and summative assessments (used to evaluate learning outcomes at the end of a unit or course). Determine which types are most appropriate for the specific learning goals.
Assessment Methods: Explore various assessment methods that can effectively measure student understanding. This could include written exams, projects, presentations, performances, portfolios, group work, simulations, or authentic real-world tasks. Consider which methods align with the learning objectives and allow students to demonstrate their knowledge and skills accurately.
Validity and Reliability: Assessments should be valid, meaning they measure what they are intended to measure. They should also be reliable, providing consistent results if repeated. Consider the validity and reliability of the assessment methods you choose and seek to minimize potential biases or measurement errors.
Authenticity: Consider the authenticity of the assessments. Authentic assessments align with real-world contexts or scenarios and require students to apply their knowledge and skills in meaningful ways. Authentic assessments can enhance student engagement and demonstrate the practical value of their learning.
Differentiation: Take into account the diverse needs and abilities of your students. Consider how you can differentiate assessments to accommodate different learning styles, preferences, or accommodations for students with disabilities or language barriers. Provide options for demonstrating understanding that allow students to showcase their strengths.
Practicality and Efficiency: Consider the practicality and efficiency of the assessments. Assessments should be feasible to implement within the available resources, time constraints, and instructional context. Ensure that the time required to administer and grade the assessments is reasonable and manageable.
Feedback and Growth: Assessments should provide opportunities for meaningful feedback and promote student growth. Consider how the assessments can offer constructive feedback to students, guiding them toward improvement and helping them identify areas for further development.
Ethical Considerations: Finally, reflect on any ethical considerations related to assessments, such as ensuring fairness, avoiding bias, protecting student privacy, and adhering to ethical guidelines and standards.
Accessibility: Ensure that the assessments are accessible to all students, including those with disabilities or diverse learning needs. Consider accessibility guidelines and principles, such as those outlined in the Web Content Accessibility Guidelines (WCAG) andUniversal Design for Learning (UDL). Provide alternative formats, accommodations, or assistive technologies, if necessary, to ensure equal participation and an equitable assessment experience for all students.
You can find several assessment ideas in our EdTech Resources [insert link to the filtered group] or stop by and we would love to brainstorm with you!
Considerations When Designing Activities
When creating learning activities, there are several important factors to consider. Before you get started, you will want to make sure you have clearly defined and aligned learning objectives and assessments. You are designing activities that prepare students for the assessments and allow them to demonstrate their understanding of the learning objectives.Here are some key things to think about:
Relevance and Meaningfulness: Make the learning activity relevant and meaningful to the learners’ lives and experiences. Connect the content and skills being taught to real-world applications, authentic problems, or situations that resonate with the students. This helps to increase engagement and motivation.
Active Engagement: Design activities that actively engage students in the learning process. Encourage participation, interaction, and hands-on experiences whenever possible. Active engagement enhances retention and deep understanding by involving students in active construction of knowledge rather than passively receiving information.
Differentiation: Consider the diverse needs and abilities of your students when designing learning activities. Provide options for different learning styles, preferences, and skill levels. Differentiated activities accommodate learners with varying strengths, challenges, and interests, promoting inclusivity and maximizing engagement and learning outcomes.
Collaboration and Communication: Foster opportunities for collaboration and communication among students. Design activities that promote peer interaction, such as group work, discussions, debates, or projects that require teamwork. Collaboration helps students develop social and interpersonal skills while deepening their understanding through shared perspectives and collective problem-solving.
Authenticity: Create authentic learning activities that reflect real-world contexts or situations. Authentic activities simulate or involve tasks that students may encounter outside the classroom. This helps students see the practical relevance of their learning and encourages the application of knowledge and skills in meaningful ways.
Different Levels of Challenge: Provide learning activities that cater to different levels of challenge to accommodate learners’ varying abilities and promote growth. Include activities that allow for progression from simple to complex tasks or provide options for extension activities to challenge advanced learners.
Feedback and Reflection: Build opportunities for feedback and reflection into the learning activities. Offer timely and constructive feedback to guide students’ understanding and improvement. Encourage self-reflection and metacognitive thinking to help students develop a deeper awareness of their learning process and strategies.
Resources and Materials: Consider the resources and materials needed to support the learning activities. Ensure that students have access to the necessary materials, technology, references, and tools required to complete the activities successfully. Provide clear instructions and guidelines to support independent or guided exploration.
Accessibility: Ensure that the assessments are accessible to all students, including those with disabilities or diverse learning needs. Consider accessibility guidelines and principles, such as those outlined in the Web Content Accessibility Guidelines (WCAG) andUniversal Design for Learning (UDL). Use clear and concise language, provide captions or transcripts for multimedia content, use color schemes that are legible for individuals with color blindness, and ensure that interactive elements are usable with assistive technologies.
You can find several activity ideas in our EdTech Resources [insert link to the filtered group] or stop by and we would love to brainstorm with you!
