Educational Technology Instructional Design (Backward Design Model)

Educational Technology Instructional Design (Backward Design Model) Backward Design - The End-In-Mind For centuries, education has consisted primarily of students sitting before an instructor in a classroom, learning via lecture and note memorization from text books. Although this traditional system was not perfect, it served its purpose as a generally effective way to educate students. The concept of pedagogy has continued to evolve as educators have explored different approaches to teaching and learning. The backward design model as described by Wiggins and McTighe (1995, 2000) provides a framework that can help prospective teachers in a content methods course to begin to transform their content knowledge into pedagogical content knowledge. It also encourages teachers to develop an awareness of both vertical and horizontal curriculum connections. Rather than beginning with the content or activities that will be taught, backward design begins by identifying what students should understand and be able to do as a result of the learning experience. The Three Stages of Backward Design There are three stages in the backward design model. Comparing backward design with traditional lesson planning helps to illustrate how these two approaches differ. Traditional Planning Stage 1: Curriculum Expectations: What do I want the students to be able to do? The teacher may begin to review the curriculum expectations and determine what content should be taught. Backward Design Stage 1: Identify Desired Results: What enduring understandings about literacy and life inform the standards at this grade level and how can these understandings engage students. (Graff Nelson, 2011). Traditional Planning Stage 2: Determine Assessment Level: What do I want my students to learn? Would the lesson be fun, interesting, useful, or engaging? Also, what standards to address when teaching the lesson. Backward Design Stage 2: Determine Acceptable Evidence: What evidence can I use to determine whether the students have analyzed the materials and developed an understanding of the lesson? Traditional Planning Stage 3: Planning Instructions and Learning Experiences: What instructional strategies and activities should I use to help the students understand the lesson? Backward Design Stage 3: Plan Learning Experiences and Instructions: What skills and knowledge do students need to develop in order to be successful? What resources will help the students develop those knowledge and skills. The Importance of Alignment The curriculum expectations, assessment level, planning instructions and learning experiences must work together. If these components are not aligned, the lesson will not be as effective as it should be. The teacher must be specific in what the curriculum planning is for and what the students are expected to learn and how the lesson will support those expectations. An example will be, if the purpose of a lesson is for students to learn how to complete an invoice, the lesson should focus specifically on that learning goal rather than introducing several different types of invoices. In addition, the assessment must demonstrate achievement of the learning goals-an approach starts with the end in mind making sure that a connection is there between the lesson and the objectives. Beginning With The End In Mind The backward design model, the end-in-mind refers to the learning goals and desired outcomes that students should achieve by the end of the lesson. The teacher first considers what the students must understand, know, and be able to do. The desired outcome essentially becomes the destination for students learning. It keeps instruction focused and purposeful, ensuring that classroom activities, assessments, and teaching strategies all work toward clearly defined learning outcomes. This approach helps teachers prioritize meaningful learning experiences rather than simply covering contents. Instead of focusing primarily on how much material can be presented during a lesson, the teacher can consider whether students have developed the knowledge, skills, and understanding identified in the learning goals. Conclusion The backward design model provides teachers with a purposeful framework for planning instructions. While traditional planning may begin with curriculum contents, activities, or instructional strategies. Beginning with the end in mind allows teachers to create lessons that are focused, intentional, and meaningful. KarenP@NUO