Backwards design is a popular approach to instructional design that involves starting with the end goal in mind and working backwards to create a learning experience that is focused on achieving that goal. This approach is based on the idea that it is important to first determine what the desired outcome of a learning experience should be before designing the content and activities that will make up that experience.
The backwards design process typically begins by identifying the desired learning outcomes for a particular course or lesson. These outcomes should be specific, measurable, achievable, relevant, and time-bound (SMART) in order to provide a clear direction for the design process.
Once the desired outcomes have been identified, the next step in the backwards design process is to determine the assessment methods that will be used to assess whether the learners have achieved those outcomes. This may involve creating a rubric or other evaluation tool that outlines the specific criteria that will be used to assess learner performance.
With the desired outcomes and assessment methods (assignments can also be used as an assessment method) in place, the next step is to design the learning activities and materials that will help learners achieve the desired outcomes. This may involve creating lesson plans, handouts, online resources, or other instructional materials that will support learners in their journey towards achieving the specified outcomes.
Overall, the backwards design approach that is used when designing instruction (get it? Instructional design is really designing instruction! and is a powerful way to create learning experiences that are focused on achieving specific, measurable outcomes. By starting with the end goal in mind and working backwards to design the content and activities that will support learners in achieving that goal, backwards design can help ensure that learners have a clear understanding of what they are expected to learn, and that they have the tools and support they need to succeed.
Keep in mind that not all outcomes have a measurable goal. Sometimes outcomes are broad and the measurement is not that easily recognized. That’s OK, just so long as the outcome is measured elsewhere in your lesson. Sometimes, my measurement for an activity is an assignment – bundle together a few lessons and use this to get the measurement.
Take a look at my previous blog post discussing the 6 Steps to Course Development Planning!
