Backward Design

Backward Design

The backward design “offers a three-stage approach for teachers for centering their curriculum and assessments on big ideas, essential questions, and authentic performances” (McTighe & Thomas, 2003, p. 55). Background design consists of getting or making a goal of the desired results wanted, analyzing data received from past assessments, and then developing a plan of action in order to teach students the objectives they need to learn (McTighe & Thomas, 2003). We have been discussing curriculum designs, assessment data, and authentic assessments as well as approaching the point of designing a curriculum map. I can see how backward design can be helpful, but I can also see the disadvantages. The backward design helps teachers to fully sit down and think about what they are teaching, as well as what the students really need to be taught. Many times assessment data is what pushes lessons, and by making goals and looking at the data, the lessons will thrive more and students will become more successful. Backward design helps teachers to know and understand what standards should take priorities. There are many standards that may be taught later that needs to be taught early on. From viewing assessment data, the backward design helps teachers know how to prioritize the standards students must learn. I do feel that testing may become too much on all involved, and that is when authentic assessment would come in. Authentic assessments are good, but again it is time consuming. Backward design is a good method of instruction in order to give teachers a map that can help them to implement, as well as design lessons that will benefit the students and the standards they need to learn. Backward design helps to set priorities for what needs to be taught first, as well as helps the teacher to understand from assessments what the students need more help with. Backward design helps improve student learning by viewing data and incorporating lessons that are...