Backward+Design+Model

=Backward Design =

The Backward Design (or UbD) approach to curriculum planning involves beginning curriculum planning with the results in mind. This means teacher planning begins with the student’s achievement goals in mind. McTighe & Thomas (2003) state, “for backwards design to work, educators need to identify desired results, analyze multiple sources of data, and determine appropriate action plans” (pg. 52). The teacher must focus on the students making a connection with and developing an understanding of a concept, rather than just rote memorization. The three major stages of Backward Design are:
 * Description of the Approach **

**Stage 1:** Identify desired results- In this stage, curriculum planners must assess the expectations, goals, local and national standards that students should walk away with.

**Stage 2:** Determine acceptable evidence- This stage requires curriculum planners to decide what evidence is needed in order to prove the desired results identified in Stage 1 have been achieved. This should involve a wide variety of assessments, including formal and informal.

**Stage 3:** Plan learning experiences and instruction- Stage 3 is where teachers plan lessons and activities based upon the desired outcomes and the assessments determined in Stages 1 and 2.

Grant Wiggins Jay McTighe
 * Main Researchers **

ASCD. (2004). Backward design. Retrieved from []
 * Information Resources **

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6-14.

McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.

Wiggins, G. (2005). Why "backward" is best. Retrieved from []

Implementation of the Backward Design Model requires teachers to know what it is the students are expected to learn. It is best to start by identifying the type of learners in the classroom. Teachers must also identify the standards determined by state or national requirements. The following UbD Design Standards was created to help guide teachers through successful implementation of the Backwards Design Model.
 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Strategies for Implementation **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Stage 1—To what extent does the design focus on the big ideas of targeted content**? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Consider: Are. . . <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍The targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of uncoverage? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍The essential questions provocative, arguable, and likely to generate inquiry around the central ideas (rather than a “pat” answer)? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Valid and unit-relevant knowledge and skills identified?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Consider: Are. . . <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Students asked to exhibit their understanding through authentic performance tasks? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Appropriate criterion-based scoring tools used to evaluate student products and performances? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍A variety of appropriate assessment formats used to provide additional evidence of learning? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍The assessments used as feedback for students and teachers, as well as for evaluation? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Students encouraged to self-assess?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Stage 2—To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results? **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Consider: Will the students. . . <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Know where they’re going (the learning goals), why the material is important (reason for learning the content) and what is required of them (unit goal, performance requirements and evaluative criteria)? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Be hooked—engaged in digging into the big ideas (e.g., through inquiry, research, problem solving, and experimentation)? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performances? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Have sufficient opportunities to rethink, rehearse, revise and refine their work based upon timely feedback? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Have an opportunity to evaluate their work, reflect on their learning, and set goals?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Stage 3—To what extent is the learning plan effective and engaging? **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Consider: Is the learning plan. . . <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Tailored and flexible to address the interests and learning styles of all students? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">❍Organized and sequenced to maximize engagement and effectiveness?


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Overall Design—To what extent is the entire unit coherent, with the elements of all three stages aligned? **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">By: Margaret Gary

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Online Books available in PDF format located at: []

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Hammond (2007), states when collecting evidence of understanding for Backward Design, <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">teachers should consider a range of assessment methods. As well assessment should include a culminating performance that demonstrates evidence of understanding of the concepts of the unit. The culminating performance is designed using the following acronym: **GRAPE** **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">G **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">oal **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">R **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">ole and situation **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">A **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">udience **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">P **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">roduct and Presentation **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">E **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">vidence of Learning **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Resource ** <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Hammond, G. (September, 2007). Multiple methods of assessment. Retrieved from Website: <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> []

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">By: Veronica Jones