Backward Design

Introduction

Backward design is a three-step process for planning a course that starts with what you want students to learn at the end. In other words, instead of beginning with lectures, readings, or textbook chapters, you first decide what you want students to learn by the end of the course. Then you determine how they will demonstrate that learning. Finally, you plan the instruction that will help them get there. This approach helps ensure that every part of the course—from readings to activities to assessments—supports your learning objectives. It also results in a more coherent course structure.

This instructional design approach was developed by Grant Wiggins and Jay McTighe in their book Understanding by Design (1998, 2005). The approach encourages instructors to focus on what matters most for student learning rather than simply following a textbook or pre-built course materials. This tip sheet is adapted from a guide based on their work developed by Ryan Bowen (2017) for the Vanderbilt University Center for Teaching.

A Closer Look

Here are the main steps of the backward design process:

Identify the desired results or learning goals for the course. In other words, what should students know or be able to do by the end? Wiggins and McTighe distinguish between three types of knowledge that students may gain during a course:

  • Knowledge worth being familiar with. This is the lowest-priority content information included in the lesson, unit, or course.
  • Knowledge and skills important to know and do. This includes the facts, concepts, principles, processes, strategies, and methods students should know after completing the course.
  • Enduring understanding and “big ideas.” These are the ideas that students should remember after the course ends.

Focusing on these different levels can help you prioritize the most important concepts and avoid overloading a course with too much content.

After determining what you want students to take from the course, identify the assessments and activities that will demonstrate students’ understanding of these learning objectives or competencies.

During this step, think about what successful learning will look like in practice. Assessments might include exams, projects, presentations, discussions, or other assignments that allow students to demonstrate what they have learned.

A helpful question to ask during this stage is: How will I know that students have achieved the desired results?

Designing assessments after establishing your learning objectives ensures that students will learn what you want them to learn.

 

Finally, determine the strategies, activities, and materials that will help students build the knowledge and skills they need to complete the assessments successfully.

During this step, plan the learning resources and activities that guide students toward the outcomes and assessments you’ve already defined. These might include lectures, discussions, practice activities, readings, videos, or other activities.

When planning course content, it can be helpful to think about these four areas:

  • Knowledge and skills that students need to perform effectively
  • Activities that provide students with the needed knowledge and skills
  • Content to be taught and how it should be taught
  • Materials and resources best suited to accomplish these goals

 

The Major Benefit of the Three Steps: Alignment

One of the benefits of designing with these three steps is that you are more likely to create aligned lessons and courses. Each step should connect logically with the next, ensuring that learning activities prepare students for the assessments and that assessments measure the intended learning objectives.

Example: How the Steps Work in Practice

Here are how the steps might work in a course:

  1. Results
    • Describe pathways of pollution in the context of water cycle mechanics.
  2. Evidence
    • Discussion Post: Walk or drive around your neighborhood or city. Considering water cycle mechanics, identify and describe two instances of local pollution. Use photos to illustrate your findings.
  3. Content
    • Readings
    • Website Materials
    • Lecture
    • Videos

Additional Resources