The Backward Design Process

1. 3. Plan learning experiences and instruction

1.1. What enabling knowledge and skills will students need to perform effectively and achieve desired results?

1.1.1. enabling knowledge - facts, concepts, principles

1.1.2. skills - procedures

1.2. What activities will equip students with the necessary knowledge and skills to be successful?

1.3. What will be taught in light of performance goals?

1.4. What materials and resources are best suited to accomplish these goals?

1.5. Is the overall design coherent and effective?

2. 1. Identify desired results

2.1. What should students...

2.1.1. know?

2.1.2. understand?

2.1.3. be able to accomplish?

2.2. What is worthy of understanding?

2.3. What enduring understandings are desired?

2.4. Consider goals

2.5. Examine standards

2.6. Review curriculum expectations

2.7. Consider teacher/student interests

3. 2. Determine acceptable evidence

3.1. How will we know if students have achieved the desired results and met expectations?

3.2. What will we accept as evidence of student learning?

3.3. Consider a range of assessment methods - both informal and formal.

3.4. Think like an assessor before designing specific units and lessons in order to determine how/whether students have attained desired outcomes.