Backward Design

Backward Design

Directions: Select each step to learn about backward design.

Step 1

Step 2

Step 3

Identify Effective Learning Outcomes

Determine Acceptable Evidence

Plan Instruction & Student Learning Experiences

Step 1: Identify Effective Learning Outcomes

• Focus should be student-centered: a transfer of learning—not a transfer of content.
• SOE uses Bloom's taxonomy verbs (more on this in module 3) to create measurable course and session objectives.
• Course and session objectives use the following language: By the end of this course/session, students will be able to...[Bloom's verb]...

Step 1

• The focus is on student learning and not what the instructor will "do."
• Avoid the use of "understand" or "know," as these verbs are difficult (and often subjective) to measure.
• The learning objective should be realistic to attain in the allotted timeframe.

Step 2: Determine Acceptable Evidence

• What is acceptable evidence for the ability of students to use their learning in new situations (transfer of knowledge)?
• What assessments will you use to validate whether students have achieved the learning outcomes?
• Alignment: Are you evaluating all of the learning outcomes determined in Step 1? What form will the evaluation take (formal, informal, formative, summative)?

Step 2

Step 3: Plan Instruction and Student Learning Experiences

• This is the perhaps most time-consuming step of backward design.
• What readings, media, activities, discussions, collaboration, synchronous content will be incorporated into sessions to achieve student learning?
• How will students engage with one another, the content, and the instructor?
• Consider cognitive load and adult learning theory (andragogy) when designing your course. (You will learn more about both of these in module 4.)

Step 3

• Keep in mind SOE seat time recommendations in determining the scope of your course.
• Reflect on the differences in how online learning differs from face-to-face learning.