SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Think logically about the training process
Backwards design is a way of organizing planning into three key stages. It is not a strict set of guidelines, nor is it an unalterable or prescriptive program that must be rigidly followed.
Make sense of the process
The main objective of backwards design is to enhance the students' understanding and enable them to use what they have learned. That is, to make sense of the big ideas of the course and to put that knowledge into practice within relevant contexts.
Encourage deep understanding
Understanding occurs when students can make sense of what they have learned and apply it through an authentic performance. In other words, through actions as close as possible to the discipline or profession. The six dimensions of understanding include: The ability to explain, interpret, apply, change perspective, empathize, and self-assess.
Plan from the outcomes
An effective learning process is planned backwards through the three phases of the design process: desired outcomes, learning and evaluation evidence, and learning plan.
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Play an active role in teaching
More than being just providers of contents or activities, teachers are comprehension coaches. Their focus should be on ensuring that learning occurs for the vast majority of students, and they should always be looking to verify that they have succeeded in acquiring and transferring the meaning of the class.
Continuously review and assess the process
Periodic reviews of the instructional units, curriculum, and learning achievements, as opposed to backwards design coherence standards, improve curricular quality and learning effectiveness.
Continuously improve the learning process
Backwards design reflects a continuous improvement approach that aims to achieve knowledge acquisition through design, planning, and engaged learning in training. Basically, it reflects an approach on improving the performance of the student.
Three Key Stages of Backwards Design
In the tables below, we examine each of the factors in more detail and provide guiding questions that can help us think logically about the course. It specifies how each one could be expressed, which is key. The established format will depend on each institution as well as the “Personal Touch” that each teacher wants to give to their course.
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Corresponds to the instance of explicity stating the learning goals that should be achieved in the course or class. They are the start and end point of the process and must be achieved by the majority of students.
What knowledge should the students be able to demonstrate the end of the course?What questions should they be able to answer?What ideas are they able to understand in depth?What skills will the course help to develop?
Guiding question of the moment
- Learning outcomes and objectives
- Questions
- Big
Description
How it can be expressed?
Identify Desired Outcomes
After establishing the outcomes, evidence of learning that justifies achievement is determined. These must be sufficient in terms of coverage (covering all types of established learning) and depth (set level for the training).
What type of evidence of learning supports the archievement of pre-established outcomes? Is the evidence set able to cover the stated outcomes? Can the selected evidence be considered acceptable to justify the predefined outcomes?
Guiding question of the moment
- Evidence of process
- Evidence of outcomes
- Evidence of attitude
- Evidence and knowledge
- Evidence of performance
- Evidence by products
Description
How it can be expressed?
Determine Acceptable Evidence
Once we have the desired outcomes and their evidence, the strategic teaching and learning pathway is established. For this purpose, the content is organized and, most importantly, significant learning experiences are defined.
Which teaching and learning experiences are useful to achieve the pre-established outcomes and evidence? What is the best organization of the process in order to achieve these goals? What experiences have the greatest impact in achieving these predefined evidence outcomes in the majority of students?
Guiding question of the moment
- Course syllabus
- Class planning
- Scheduling of activities
- Learning agenda
Description
How it can be expressed?
Planning the Learning and Instructional Experiences
1.2 Seven key principles for understanding backwards design [EN] SM2
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Transcript
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Think logically about the training process
Backwards design is a way of organizing planning into three key stages. It is not a strict set of guidelines, nor is it an unalterable or prescriptive program that must be rigidly followed.
Make sense of the process
The main objective of backwards design is to enhance the students' understanding and enable them to use what they have learned. That is, to make sense of the big ideas of the course and to put that knowledge into practice within relevant contexts.
Encourage deep understanding
Understanding occurs when students can make sense of what they have learned and apply it through an authentic performance. In other words, through actions as close as possible to the discipline or profession. The six dimensions of understanding include: The ability to explain, interpret, apply, change perspective, empathize, and self-assess.
Plan from the outcomes
An effective learning process is planned backwards through the three phases of the design process: desired outcomes, learning and evaluation evidence, and learning plan.
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Play an active role in teaching
More than being just providers of contents or activities, teachers are comprehension coaches. Their focus should be on ensuring that learning occurs for the vast majority of students, and they should always be looking to verify that they have succeeded in acquiring and transferring the meaning of the class.
Continuously review and assess the process
Periodic reviews of the instructional units, curriculum, and learning achievements, as opposed to backwards design coherence standards, improve curricular quality and learning effectiveness.
Continuously improve the learning process
Backwards design reflects a continuous improvement approach that aims to achieve knowledge acquisition through design, planning, and engaged learning in training. Basically, it reflects an approach on improving the performance of the student.
Three Key Stages of Backwards Design
In the tables below, we examine each of the factors in more detail and provide guiding questions that can help us think logically about the course. It specifies how each one could be expressed, which is key. The established format will depend on each institution as well as the “Personal Touch” that each teacher wants to give to their course.
SEVEN KEY PRINCIPLES FOR UNDERSTANDING BACKWARDS DESIGN
Corresponds to the instance of explicity stating the learning goals that should be achieved in the course or class. They are the start and end point of the process and must be achieved by the majority of students.
What knowledge should the students be able to demonstrate the end of the course?What questions should they be able to answer?What ideas are they able to understand in depth?What skills will the course help to develop?
Guiding question of the moment
Description
How it can be expressed?
Identify Desired Outcomes
After establishing the outcomes, evidence of learning that justifies achievement is determined. These must be sufficient in terms of coverage (covering all types of established learning) and depth (set level for the training).
What type of evidence of learning supports the archievement of pre-established outcomes? Is the evidence set able to cover the stated outcomes? Can the selected evidence be considered acceptable to justify the predefined outcomes?
Guiding question of the moment
Description
How it can be expressed?
Determine Acceptable Evidence
Once we have the desired outcomes and their evidence, the strategic teaching and learning pathway is established. For this purpose, the content is organized and, most importantly, significant learning experiences are defined.
Which teaching and learning experiences are useful to achieve the pre-established outcomes and evidence? What is the best organization of the process in order to achieve these goals? What experiences have the greatest impact in achieving these predefined evidence outcomes in the majority of students?
Guiding question of the moment
Description
How it can be expressed?
Planning the Learning and Instructional Experiences