The Backwards Design Principle by Nathan Meyer https://padlet.com/njmeyer_/f0uyxz6peae4 en-us 2017-04-22 06:18:26 UTC 2017-04-22 06:25:38 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Diskette.png Backwards Design Postcard njmeyer_ https://padlet.com/njmeyer_/f0uyxz6peae4/wish/167604968 We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after. Unless we begin our design work with a clear insight into larger purposes whereby a book, for example, is properly thought of as a means to an educational end, not an end unto itself it is unlikely that all students will understand the book (and their performance obligations). Thus, the backwards design principle is essential to designing an effective lesson. It includes three main stages:
 
Stage 1:Identify desired results
What should students know, understand, and be able to do?
 
Stage 2:Determine acceptable evidence
How will we know if students have achieved the desired results?
 
Stage 3: Plan learning experiences and instruction with clearly identified results and appropriate evidence of understanding in mind; it is now the time to fully think through the most appropriate instructional activities.
 
In summary, the backwards design principle may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped to complete it effectively?


Works Cited
 
Wiggins, G. & McTighe, J. Backward Design: Why Backward is Best. Retrieved April 21, 2017, from https://www.edutopia.org/pdfs/resources/wiggins-mctighe-backward-design-why-backward-is-best.pdf.

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