Backward Design Game Model

Michelle Raegan Hall

University of North Texas
United States
michelleraeganhall@gmail.com

Sheila Schatzke
University of North Texas
United States
Mrstechnology@gmail.com

Abstract: Utilization of the backward design, by Wiggins and McTighe (2000), to design an
interactive game for the University of North Texas PhD Learning Technologies Distributed
Program proved to be both effective and user friendly. The backwards design model is discussed
and the process of the game development will be shared with readers in the following reading. The
game itself is designed with the game show Jeopardy mind. The goal of the interactive game is to
reinforce information given to new cohort members during the introductory presentation each
summer. Information inserted into the game is drawn from the online presentation that was
disseminated during the 2018 cohort meeting

Introduction and Overview of Backward Design and Game Concept

The project of designing an interactive game for University of North Texas PhD
Learning Technologies Distributed Program is an exciting challenge for the team. The
assignment provides the teams directional choices for which to create an interactive game. The
development team opted to create a game for the new cohorts of the program as part of their
orientation. Because the game was based with the end product in mind, the choice of a backward
design model was a natural selection.
The backward design, created by Wiggins and Mc Tighe (2008), is based from the belief
that learning experiences should begin with the end in mind. Steven Covey states to begin with
the end in mind means to begin with a clear understanding of your destination, and gives clarity
in determining the exact steps needed to get there (Covey, 1989, p. 127). The backward design
consists of three basic stages that consist of identifying the desired results, determining
acceptable evidence of learning, and designing learning experience and instruction (Wiggins and
Mc Tighe, 2000). Within each stage, Wiggins and Mc Tighe elaborate needed steps consisting of
key design questions, design considerations, filters, as well as defining the outcome (2000).
Stage one begins with establishing the desired results and learning outcomes (ASCD,
2015). During this stage, a parameterization and a list of measurable learning objectives are
listed. These can be created by the instructional designers or gathered from pre-determined
requirements depending on the situation. It is important to point out that understanding the
essential question before the lesson is established. Essential questions focus on the primary
concept that is being taught. Educators will consider essential questions to ask students in order
for the student to understand the goals and objectives of the teachings.
 In stage two, the decision of how to access evidence of learning is addressed. The
designers of the curriculum evaluate which method of assessment is appropriate for the particular
level and subject matter. The assessments are described as performance tasks that can consist of
a variety of products. For example, students could create a brochure, video, or play a game, the
choices are only limited to the imagination of the educator and or student. Stage two could also
show evidence of learning with the use of quizzes, tests or teacher observations.
Stage three begins the actual designing of learning plan that will include activities and
assignments to address learning objectives established in stage one. This stage is important
because it establishes the sequence for delivering the lesson. The educator takes into
consideration stage one and two to combine the essential questions, objectives and creates a plan
for implementation.
Backwards design can be applied in numerous lessons and is found in many forms. It can
be used with classroom activities that are either collaborative or independent (Henderson, 2006).
It is important that the lesson planners understand the curriculum. A scope and sequence is a
good example of a tool to use when using backward design. (Childre, Sands, & Pope, 2009) The
teachers must be able to set goals with measureable objectives from the beginning of the
planning stage. (Linder, Cooper, McKenzie, Raesch, & Reeve, 2014)
.
Overview of Proposed Instruction and Outcomes

The desired outcome for the interactive game is to reinforce basic program information
pertaining to the University of North Texas PhD Learning Technologies Distributed Program.
The development team utilized a presentation presented in the 2019 cohort orientation that
disseminated pertinent information to new students (Jones, 2014).
Pre-Instructional Design and Analysis

The pre-instructional design consisted of reviewing the presentations and a team

discussion to determine which pieces of information were essential. The team decided on five
essential questions and divided them into categories, consisting of the titles Portfolio,
Dissertation, APA or RIP, Surviving a PhD, and What not to say to a professor.
For each category the team agreed on the following essential questions;
1. What must be included in the portfolio?
2. What academic style of writing must be used in this program?
3. What makes up a dissertation?
4. What does it take to complete a PhD?
5. What are some general procedures to follow when interacting with professors?

Presenter Media is included in the template due to the ease of use and the ability to use
personally and commercially with the paid subscription. The format of the game follows the
popular game show Jeopardy where contestants ring in to answer questions. Under each
category, there are five questions or important points to be chosen by the players. When a player
selects a square, the pertinent piece of information will pop up and the player will have to
provide the answer in a question form. During the game, the presenting professor might divide
the students up into two or three teams. The game is meant to be interactive, informative, and
light-hearted in nature. The answers on the game do not have to be word-for-word. It is up to the
presenter on which answers to accept. It is important that the students understand what is
expected of them as a doctoral student at the University of North Texas. The figure below
demonstrates the layout of the game.

Figure 1

The design and development of the initial concept was more difficult than anticipated.
With the template in place, the team contemplated which pieces of information would be most
pertinent for a new program member to remember as they began their doctoral program. A table
was developed which would serve as the underlying template for the game. The question in table
two, below is in black text and the corresponding answer (question) is in blue. Under each
category, an analysis of pertinent information to include the following:
Table 1
Portfolio Dissertation APA or RIP PhD Survival T/F What not to say

The time to Number of The name of The percent of Your grades in

submit your Chapters in a your new people in the 6000 are not what
portfolio. Dissertation. favorite book world with a you are used to.
What is the last What is 5-7? that assist in PhD Is 3% What is I had a
semester of formatting 4.0 as a Master
course work? papers. What is True? Degree Student?
What is the (This is not a
Publication Master Degree
Manual of the Programgrow!)
American
Psychological
Association
The number of The year you The definition of A PhD is easy. You get
stages in your submit your pre- Scrub. What is false? If constructive
portfolio. proposal. What is checking it were easy criticism from
What are two What is year 3 reference format everyone would your professor.
stages? summer? when using sites do it. What is the
that create APA professor is being
citations? rude? (They put
time into your
papers to give
feedback. Learn
and grow.)
A dissertation is The chance that The smartest You do not get
The name of the a set of your professor person in the your assignment
portfolio site. instructions that will not grade or room is you. in on time.
What is the if followed look at your What is false? What is I had to
Academic correctly, are reference list for Everyone in this plan my childs
room has high
Program Tracker easy to follow. APA mistakes. intelligence and if birthday party?
(APT) What is false? What is 0%? you want to survive
Expect the make friends
unexpected. collaborate

The number of The defense of The place you Everyone who You received a
needed items to your dissertation can turn your begins the PhD 50% on your
be included in is final with a paper in to program will assignment
the portfolio. pass or fail ensure you do graduate.
What are at least grade. not have any What is false? What is you made
12 but no more What is false? accidental Attrition rate is this assignment
than 18? The committee plagiarism. high for those too hard?
 will have What is without grit
questions, Turnitin draft?
feedback, and
corrections.
The defense of The number of Putting your The contents in
At least three of your dissertation people who PhD before the syllabus that
the six sections means defending should proof everything will gives you
of your portfolio. your research to read your paper ensure success. important
What are your the panel? before you turn What is false? It information
CV, Scholarly What is yes? But it in? will ensure
Writing, they will be with What is at least burnout, stress, What is I did not
Creative Works, you every step of one? strife, and read that part?
Professional the way failure. Balance,
Overview, focus, and an
Presentations emphasis on
and additional growth and the
works? process are key

Implementation Design and Evaluation Plan

The implementation of the design will be tested out in 6020 Instructional Design class
with Dr. Wright. During the presentation of the group game assignments, the game will be
launched for other members of the class to play. This is done in an effort to discover any glitches
in the game and gain insight from our professor as well as classmates. Final corrections and
revisions will be applied following suggestions from the class and the plan it so submit an actual
interactive game that can be utilized in both members of the team as well as in the 2015 new
cohort orientation.
Resources

ASCD.org. 2015. Understanding Backward Design. Retrieved from

http://www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf

Census Bureau. 2015. Educational Attainment in the United States: 2013 - Detailed Tables -
People and Households
-https://www.census.gov/hhes/socdemo/education/data/cps/2014/tables.html

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward Design. Teaching Exceptional _
Children, 41(5), 614. doi:10.1016/j.cie.2006.03.005

Covey, Stephen (1989). The Seven Habits of Highly Effective People. New York: Simon and
Schuster.
Henderson, S. (2006). BACKWARD APPROACH TO INQUIRY. Science Scope, 29(4), 30.

Linder, K., Cooper, F., McKenzie, E., Raesch, M., & Reeve, P. (2013). Intentional Teaching,

Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group.

Innovative Higher Education, 39(3), 217-229. doi:10.1007/s10755-013-9273-0

Jones, Greg. 'Dissertation and Portfolio PowerPoint'. 2014. Atlanta Presentation.

Presentermedia.com, 'Presenter Media - Powerpoint Templates, 3D Animations, and

Clipart N.p., 2015. Web. 3 Apr. 2015.

Wiggins, Grant P, and Jay McTighe. Understanding By Design Study Guide. Alexandria, Va.:
Association for Supervision and Curriculum Development, 2000. Print.