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Move Curriculum Forward with Backward Design

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Move Curriculum Forward with Backward Design

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As educators, we aim to design a curriculum that prepares students to be future‑ready and capable of meeting real‑life challenges. Yet traditional curriculum design often begins with content or objectives and only later attempts to connect them to meaningful outcomes. What if we reversed this process? What if we identified the desired learning outcomes first and then mapped backward to the knowledge and skills students need to achieve them? This Backward Design approach helps educators move from outcomes to assessments to learning activities, ensuring strong alignment and deeper student learning.

SNAPLearn of the week: Moving Curriculum Forward With Backward Design

Read more about Backward Design here.

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Once you read it, let your teacher’s instincts speak.

Which of the following areas would you like to explore further?

More articles and resources to deepen my understanding of Backward Design

Step‑by‑step guides or templates I can directly apply to my curriculum

Case studies of Backward Design applied in business or other disciplines

Write your response in the comment section below.

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Mentimeter to Support Learning and Engagement in the Classroom

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Mentimeter to Support Learning and Engagement in the Classroom

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You might have heard of Mentimeter, a simple, real time engagement tool that lets you gather quick inputs, opinions, or ideas from your learners. BUT its purpose is not just to collect responses. Collecting responses serves only half the purpose. The real value lies in transforming those responses into shared thinking material. Something you can refer back to, build upon, and weave into the flow of your class.

When used this way, Mentimeter stops being a digital “raise your hand” and becomes a thinking surface for the entire classroom.

SNAPLearn of the week: Read the full article here.

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Once you read it, let your teacher’s instincts speak.

For which of these will you use Mentimeter in your class?

To check how the class thinks

Gather honest perspective

Make participation more inclusive

Use the generated inputs to deepen learning

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Imagine a class where students share answers verbally. BUT many responses get lost in the flow of discussion. Some ideas vanish, some contradict, some never return… and the learning threads get scattered. Now, instead of hearing responses and losing them as the conversation moves, today's SNAPLearn is about thinking of Padlet as your “visible thinking board".

SNAPLearn of the Week: Padlet - Your Visible Thinking Board.

Click here to read.

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Once you read it, let your teacher's instinct speak.

For which purpose you feel Padlet will be a good fit for your course?

Brainstorming Board

Peer Feedback Exchange

Mind Maps

Introduction

Formative Assessment

Exit Tickets

Write your response in the comment section below.

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5 Ways to Make Your Poll Questions Pedagogically Strong

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5 Ways to Make Your Poll Questions Pedagogically Strong

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We frequently rely on hand‑raises, quick polls, or verbal check-ins to see where learners stand. These micro‑interactions can do much more than generate a yes/no response.

Well‑designed poll questions can transform these small moments into meaningful pedagogical bridges, connecting learner responses to deeper explanation, discussion, or conceptual building.

This SNAPLearn focuses on how to design polling questions that don’t just gather responses but open up a learning dialogue.

SNAPLearn of the Week: 5 Ways to Make Your Poll Questions Pedagogically Strong

Read the full article here.

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Once you read it, let your teacher's instincts speak.

Which approach best describes how you use polling in your classroom?

Check for Understanding

Activate Prior Knowledge

Spark Discussion or Debate

Gather Feedback on Teaching or Learning Experience

Support Peer Learning

I Rarely or Never Use Polling

Write your response in the comment section below.

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Here is an Open Educational Resource from MIT Sloan School of Management.

It offers case studies across disciplines such as accounting, entrepreneurship, leadership and ethics, operations management, strategy, sustainability, and system dynamics. All cases are available under a Creative Commons license.

Access the resource by clicking here.

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As we begin the new term, some of the courses build on what students have already learned earlier. They may remember parts of it, or they may need a small reminder before moving into deeper topics. Today’s SNAPLearn is about activating that prior knowledge. A quick recap, question, or prompt helps students recall what they already know and prepares their minds for new learning.

Read more about these activities here.

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Once you read it, let your teacher’s instincts speak.

Which strategy are you planning to try in your class this new term?

Advance & Graphic Organizers

Anticipation Guide

Case Study / Problem-Solving

Forecasting

Opening Question

Power Previewing

Worksheets (Pre–Post)

Write your response in the comment section below.

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Designing Discussion Questions using Bloom’s Taxonomy

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Designing Discussion Questions using Bloom’s Taxonomy

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As educators, we love those moments when students lean in, think deeply, and respond with curiosity. That spark often comes from the questions we ask. When a question hits the right spot, it makes learners think, relate, resonate, and respond.

Today’s SNAPLearn is about designing discussion questions using Bloom’s Taxonomy. We often use it for course design but how can it be translated into actual classroom questions?

You can read the full article here.

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Once you read it, let your teacher’s instincts speak.

After reading the article, where do most of your classroom discussion questions fall on Bloom’s Taxonomy?

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Write your response in the comment section below.

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Designing Discussion Questions using Bloom’s Taxonomy

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We all do the basics: present concepts, show demos, solve examples, ask students to practice, and support them with questions. These are good practices, but the real impact lies in the finer nuances:

When do I pause and let students process or think?

Where do I invite them to share their understanding?

During practice, when and how should I intervene as a teacher?

The real impact is in structured presentation, guided practice, and active monitoring, and balancing the teacher’s input with student cognitive engagement. Rosenshine’s Principles of Instruction help us fine-tune these moves for maximum learning impact.

SNAPLearn of the day: 10 Principles of Effective Instruction

Read here in detail about these research-based strategies.

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Once you read it, let your teacher’s instincts speak.

What works best for you when structuring instructions?

1. I always plan and structure instructions in advance

2. I further customize instructions for every section or batch

3. I rarely pre-structure; I change instructions on the go

Write your response in the comment section below.

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5 Ways to Maximize the Impact of Videos in Teaching

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5 Ways to Maximize the Impact of Videos in Teaching

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Videos are a great way to engage students. But what if we make this more than just watching a video? Today’s SNAPLearn is about how to curate and use videos effectively in your classroom.

SNAPLearn of the Day: Check Image

Want to read more? [click here]

Once you read it, let your teacher’s instincts speak.

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Which tip do you find most useful for making videos effective in your class?

1. Keep videos short

2. Set objectives & interact in between

3. Discuss informally after the video

4. Provide handouts

5. Use a variety of videos

Write your response in the comment section below.

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5 Ways to Maximize Impact of Videos in Teaching

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Teaching for Quantitative Capabilities (via Cases)

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Teaching for Quantitative Capabilities (via Cases)

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The fun part of teaching quantitative material is the discussion around it. Students bringing their rationales and capabilities to the table. What they need is just a little scaffolding. That’s exactly what we, as educators, are supposed to create through precise planning. Today’s SNAPLearn by HBS is all about that. Even if you already practice this, consider it a useful refresher.

SNAPLearn of the Day: Teaching Quantitative Material

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Once you read it, let your teacher’s instincts speak.

In your teaching, what’s the biggest challenge when facilitating quantitative problem-solving?

1. Making space for student questions

2. Focusing on analytical process over final answers

3. Balancing varying student comfort levels with numbers

Write your response in the comment section below.

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Lecture-based teaching has its own advantages. When done correctly, it can directly connect with students. As educators, the key is to identify when to use lecture-based teaching and when not to.

SNAPLearn of the Day: Lecture Method of Teaching

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Once you read it, let your teacher’s instincts speak.

When do you think lectures work best in your classroom?

1. To explain difficult concepts

2. To share real-world examples

3. To summarize and wrap up a topic

4. I rarely use lectures

Write your response in the comment section below.

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Educators are often told to “bring their whole selves” to class. BUT, where’s the line between authenticity and oversharing?

Here is an interesting 5-minute read by Harvard Business Impact.

SNAPLearn of the week: Teaching with Boundaries

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Once you read it, let your teacher’s instincts speak.

Which aspect of teaching do you find hardest to balance?

1. Being emotionally present without oversharing

2. Maintaining authority while staying approachable

3. Setting boundaries without seeming distant

4. Performing consistently despite personal challenges

Write your response in the comment section below.

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In business education, role-play is a powerful tool, especially when used with intention. A well-designed setup, action, and debrief can turn a classroom into a dynamic space for real-world thinking and decision-making.

Here is an interesting read from the Stanford Graduate School of Business.

SNAPLearn of this week: Conducting Role-Plays

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Once you read it, let your teacher's instincts speak.

What’s your favorite way to use role play in class?

1. Simulate a business negotiation

2. Explore ethical dilemmas

3. Practice leadership or communication skills

4. Solve team-based challenges

Write your response in the comment section below.

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Stepping into class after a holiday break? Students may be physically present but mentally be on their vacations.

As an educator, your first thought might be:

“How do I re-engage them?”

Here is an interesting read from Harvard Business Publishing, that can help.

SNAPLearn of this week: Engaging Students on the First Day and Every Day

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Once you read it, let your teacher’s instincts speak.

What’s your go-to strategy to beat the post-Diwali slump?

1. Start with a fun icebreaker or energizer

2. Dive into a thought-provoking question or case

3. Use multimedia or storytelling to hook attention

4. Let students reflect and share their break experiences

Write your response in the comment section below.

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We all know storytelling is a powerful tool. But why does it work? What’s the science behind it? How does our brain respond to stories? And how is it connected to psychology?

Exploring these questions might remind you of your favorite teachers. The ones who made learning memorable through stories. It might also inspire you to take your own storytelling approach a step further.

SNAPLearn of this week:

The Science of Storytelling by Will Storr (TEDxManchester)

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Once you watch the video, let your teacher’s instincts speak.

Which of these do you use or want to use to tap into how the brain responds to stories? (Tick all that apply)

1. I use moments of change to grab attention

2. I trigger moral emotions to make students care

3. I build cause-effect sequences to help them understand

4. I show how characters grow to inspire learning

5. I’m curious to explore these strategies more

Write your response in the comment section below.

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The Science of Storytelling | Will Storr | TEDxManchester

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You’ll find different categories such as Classroom Management, Andragogy, and more.
Within each category, there’s a series of posts related to the category.

If you have any suggestions, feedback, or thoughts, feel free to comment under the relevant SNAPLearn post or write to us at clip@micamail.in.

Happy Learning!

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So far, we have been talking about communicating with learners as adults (Andragogy). When this communication gets a pinch of storytelling, it establishes the connection. But what is this mid-way of andragogy and storytelling?

SNAPLearn of this week:

Check the IMAGE attached.

You can also read this full article here.

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Once you read it, let your teacher’s instincts speak.

From the above connection, which of these feels the most challenging to bring into your teaching?

1. Motivation – Making stories clearly show why the learning matters

2. Experience – Helping learners’ step into the protagonist’s shoes

3. Orientation to Learning – Using stories to spark problem-solving thinking

4. Readiness to Learn – Creating stories that feel immediately relevant and memorable

Write your response in the comment section below.

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Today’s SNAPLearn is nothing big — just a checklist.

Keep it with you, tick each point in a second during your next class, whenever happens.

If all gets ticked at the end… voilà! You’ve begun teaching with an andragogical approach.

SNAPLearn of the Week: Andragogy Checklist (Check the image)

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Once you read it, let your teacher’s instincts speak.

From the above checklist, how many points are you already ticking in your practice?

1. 0

2. 1–2

3. 3–5

4. 6-7

5. 8

Write your response in the comment section below.

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How do we know students are taking charge?

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How do we know students are taking charge?

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For a class to be fully based on andragogical principles, students also need to be aware of their own responsibilities — what they should do in the classroom and how they contribute to learning. At the same time, as teachers, we should be able to notice whether they are on track, getting there, or missing out.

Today, we’re talking exactly about that. What do learners do in andragogical classrooms?

SNAPLearn of the week:

Check the table attached in the image.

Have a look at the full handbook here.

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Once you read it, let your teacher’s instincts speak.

From the above infographic, which of these learner actions do you see happening most often in your classes?

1. Independent learning

2. Motivation & self-tracking

3. Peer teamwork

4. Using past experience

5. Creative thinking

6. Communication in many ways

Write your response in the comment section below.

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"How will students learn this topic best?"

This question drives every class, every activity. But when our students are adults, the answer lies beyond pedagogy. It lies in andragogy.

SnapLearn of the Week:

Check the IMAGE attached.

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Once you read it, let your teacher’s instincts speak.

After this first glimpse into andragogy, what’s the first thought that comes to your mind?

1. How much control should learners have?

2. How to get familiar with their life experiences?

3. I should explain the ‘why’ more often.

4. How to boost learners’ intrinsic motivation for the subject?

5. I’m not sure yet, but I want to explore more.

Write your response in the comment section below.

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Ever asked a question in class and then… silence? Students glance around, hide behind each other, or look everywhere but at you. Sounds familiar, right?

This quick 3-minute read addresses exactly that moment, how the pace and tone of our questions can shape student engagement and response.

SnapLearn of the Week!:

Mastering the Pace and Tone of Your Questions to Students

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Once you read it, let your teacher instincts speak.

From the article, which questioning strategy would you prefer to use in your classroom?

1. Using a calm and curious tone

2. Pausing to allow students to think

3. Rephrasing questions to reduce pressure

4. Using non-verbal cues to encourage responses

Write your response in the comment section below.

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Looking out at a sea of silent, glum faces after asking a probing question can make any teacher second-guess their choice of profession. In the moment, understandably, educators often lose their nerve and begin to do things that author and education researcher Harry Fletcher-Wood argues only hinders student thinking.

They might call only on raised hands; quickly fill dead air with their own voice; or rush to "round up" partial or incomplete answers-by rephrasing and thus correcting an unsatisfactory answer-in an attempt to swiftly move past any "discomfort and social awkwardness."

Writing for Improving Teaching, Fletcher-Wood argues that the "instinct" of many teachers during question-and-response activities "is to avoid children feeling bad." But effective teaching requires helping students to advance through moments of discomfort to find learning on the other side: "The job of a teacher is to push students beyond what they think they can do," Fletcher-Wood writes, and that means some discomfort, anxiousness, and uncertainty should be expected-and tolerated.

Instead of relying on instinctual strategies that can deprive students of think time, short-circuit consensus building, or defer to the "most confident or interested" students in the room, educators can use strategies like cold-calling, extending wait times before jumping in to provide their own answers, or redirecting students who respond incorrectly. These tactics might pull us out of our collective comfort zones, Fletcher-Wood writes, but they'll also likely lead us to the desired result: That "every student [is] thinking when a question is asked."

Here arefive strategies teachers can use to accomplish this mindset shift.

In Defense of Cold-Calling

Calling on students who haven't raised their hand can seem harrowing to early-career teachers; they're especially reluctant to make students feel uncomfortable, and they want to avoid the perception that a student is being targeted. But Fletcher-Wood writes that the alternative-to call on students who raise their hands voluntarily-leads to poor outcomes. Your motivated students learn more, but inevitably "less confident and less motivated students are left out."

When done right-and used strategically- research suggests that cold calling can elicit more class participation, create a more equitable learning environment, and result in richer, more productive classroom discussions. Although critics of the strategy fear cold calling induces fear and shame in students, a 2022 study suggests that when teachers employ cold calling in an "encouraging and engaging" manner, they are more likely to create classrooms where students feel "safe to take risks."

Using inviting prompts to set up cold calling-phrases like "I'd like to hear some ideas"-can also help reduce feelings of anxiety, research shows, and take the sting out of incorrect answers. It's also helpful to emphasize "effort over correctness" when calling on students, employing phrases like: "I don't expect you to have a perfect answer, I just want to hear your thinking on the topic" or "This is a challenging question and I just want to get a feel for where the class is on this."

Indeed, when used as a method of surveilling students or interrogating them, cold calling can be an insidious approach. A 2013 study, for example, found that using an "aggressive or condescending" tone of voice when calling on students, or making grimacing facial expressions or alienating body language can "erode students' sense of safety and self-worth."

Extending Your 'Wait' Time-By a Lot

In 2018, educator John McCarthy reviewed the research and concluded that teachers, on average, only pause for about 0.9 seconds after asking a question. According to McCarthy, "there is a real need to increase the time granted to students to process what they know and to make sense of what they do not understand."

How long should you wait? Research points to a threshold of at least three seconds, an interval that results in a positive impact on learning- as well as greater participation rates, more elaborate student responses, and an increase in the number of follow-up questions posed by students. McCarthy likes to push it a bit further, advocating for wait-times as long as 15 seconds. "I count in my head to 15. Most times, I get responses by 10 to 12 seconds," McCarthy wrote. "If you don't get responses within 15 seconds, you can call on students, instead of asking for volunteers."

If you want to vary your approach, you can also give students a minute or two to reflect on a topic that you are about to ask them about. This could take place in a journal or during turn-and-talk partner discussion, McCarthy writes. "Giving such chunks of time honors the work being asked of students."

Meanwhile, best-selling author and former teacher Doug Lemov writes that extending wait time after a question can also create better conditions for cold calling. More wait time allows all students to do the work of thinking about the question, retrieving stored knowledge, and formulating a response-not just the student who you eventually call on.

Cultivating Cross-Talk and Turning Half-Answers Into Gold

To create a classroom where all students are sharing their ideas and insights with one another, you'll need to deploy other strategies, too.

Shannon McGrath, a K-8 instructional coach, writes that after asking the class a tough question, turn-and-talk or think-pair-share can be used as tools to "encourage cognitive struggle" and "get students doing more while you say less." It can also reduce the pressure when they're called on later. Turning to a partner to ask each other "What do you think?" allows them both to generate ideas, identify their best thinking, and then synthesize their thoughts before sharing it with the whole classroom.

Inevitably, students give partial or inaccurate answers, and having a strategy to turn those responses into gold is crucial. Raquel Linares, an elementary school teacher in the Bronx, New York, says that many learners benefit from creative activities to give them the tools they need to get started in a peer discussion. She suggests using participation cards, a simple ring of index cards with prompts like "I agree with you because..." "I disagree with you because..." or, "I need more information because..." that can provide useful sentence-starters.

Similar phrases can be deployed to redirect partial or inaccurate answers. For example, Fletcher-Wood suggests phrases such as, "That's helpful, but can you add to that while mentioning..." or "That's not quite right, can you try again? I'm sure you can do it." Tori Filler, an elementary school teacher in Brooklyn, New York, writes that you can also pivot from incomplete answers into a productive classroom discussion by asking things like: "Can anyone build on this?" or "Do we agree? Disagree? Why?"

Teachers sometimes underestimate how much scaffolding is needed during student-centered activities. A recent study reveals, for example, that student drawings of recently learned material are improved when teachers begin the sketches themselves, and allow students to complete them. Similarly, redirecting students by rephrasing a question or asking them what they already know about a topic-or even providing a hint-can help connect them to their prior knowledge and boost engagement, further research confirms.

To engage students who might be more introverted and less likely to participate in verbal discussions, teachers can change up how they collect responses through the use of widely-available technology, suggests education professor Katy Farber.

Google Docs, for example, can be used as a discussion tracker that allows students to post questions and answers to their peers during or after class. Teachers can choose to read some questions and answers aloud, or ask students to do so, and avoid some of the stress introverts might struggle with when they are called to respond on the spot to a question.

"This technique allows a teacher to see a student's level of understanding-through both their questions and answers-without waiting for them to speak in class," Farber writes. Padlet, she adds, can similarly be used as a "digital brainstorming" tool for students to collect their ideas and solutions in a space that can be seen by all students.

Stephanie Toro, an assistant professor in the School of Science at the Universidad de los Andes, writes that tech tools can also be used to create surveys and polls that allow students to share their thoughts anonymously, something that she argues can be useful to coax out thinking from introverted students. By participating anonymously, Toro writes, students can see their "ideas represented without any anxiety of being recognized."

Apps like Socrative, Poll Everywhere, or Survey Monkey can be used to collect anonymous answers. Once you have all of your responses, Toro writes that you can highlight a couple to share with the whole classroom. Even though the responses remain anonymous, Toro writes, the students responsible for them know "they are contributing in a valuable manner."

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Mastering the Pace and Tone of Your Questions to Students

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Teaching students effectively means helping them advance through the moments of discomfort they experience when faced with challenging questions. Teaching students effectively means helping them advance through moments of discomfort when faced with challenging questions.

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The topic is relevant, but students are disengaged.

We’ve seen Gen Z learners, and many of us have already started adapting our teaching styles to meet their needs. But is there something more we can understand about them as a B-School?

Something we’re already doing, or planning to do, that aligns with their expectations?

Here’s a quick read from AACSB that might feel like a reflection of your own practice and/or offer a few fresh suggestions too.

SnapLearn of the Week:

What Business Schools Need to Know About Gen Z

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Once you read it, let your teacher’s instincts speak.

From the article, which strategy of yours do you feel already works well with Gen Z learners?

Write your response in the comment section below.

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What Business Schools Need to Know About Gen Z | AACSB

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Misconceptions abound about Gen Z students, but they’re hardworking, tech-savvy, career-driven, and already thinking beyond their first jobs.