Writing curriculum is a similar, layered process until the instructional design becomes a clear, whole
picture. While backwards design is an excellent way to construct curriculum and instruction, it is just one
way and there are many other very effective ways to do the same thing. What should be part of all
instructional design is the development of some guiding end vision of learners at the end of educational
contact.
McTighe and Wiggins (2005) have become very popular authors from the publication of their book for
ASCD, Understanding by Design, Expanded 2nd edition. In it they suggest that in crafting educational
experiences one determines:
I suggest a little different sequence as their questions should be combined with your vision of your exiting
learners.
Wilson – Step 1: Crafting a vision of your learners at the end of their contact with
you. In creating this vision keep in mind:
All instruction should be measured against what you know about your learners and how the
information, processes, and/or skills you are going to teach are relevant or important to both the
understanding and perpetuation of your discipline, and/or to the learners themselves and their
futures.
You need to learn to keep abreast of generational profiles, social and cultural trends, and
demographics which will enable you to better contextualize information and learning experiences
so that they are meaningful and connected to learners’ lives and backgrounds.
You should also be somewhat familiar with things like instructional technology, learning styles, and
what neuroscience tells us about how the brain actually learns and retains information so that you
can construct effective instructional experiences.
Too, it is important that you test your end vision of your learners against all stages of your
instructional design and learning experiences to make sure they are compatible.
Do your learners have visions of themselves? Older or mature students often have future visions of
themselves. Have you spoken with them about how they see themselves in the future? What do
they want to be or do, and then try melding your vision and theirs?
Major question that should direct instruction: What is your vision of your learners at the end of their
contact with you?
Intersections
Creating Curriculum with Backwards
Design – Intersections
Selected filters that will help you decide what understandings (content, processes, and skills) and
information to select.
They should:
[*Note: To the uncoverage concept I would add ideas or concepts that are in flux, in the process of
changing or becoming — especially if changes are due to new discoveries, findings, information, research,
or areas where ideas are being fully synthesized into new frameworks or theories. By anticipating these
ideas and bringing them into the mix, you are better able to both anticipate change and prepare students
for their futures. L.Wilson]
Wilson – Step 3:What is evidence of understanding – how will you evaluate students’
progressions toward your vision?
Wilson – Step 5: Reflect, review, evaluate, and revise. This should be a continual
process.
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Why are these exercises important? We are given only a limited amount of time in order to help students:
Teaching focused on what students will look like in the end, lead to types of quality learning experiences that
actively engage students and propel them into knowing subjects at deeper levels.