What is Backward Design? It is the idea of designing with the end goal in mind. You start with objectives and goals, then determine assessment that helps measure and observe if students are on track, followed up by finding instruction (day to day activities — such as homework, quizzes, in-class work, etc) that helps students reach the objective.
Let’s focus on the first part, defining the objective and goals. This can be a course, module/lesson, or class goals. A learning objective is a specific, measurable action
that a learner is able to do after receiving instruction. It is not a teaching goal, content item, or mental state. Learning objectives should not look like this:
I will teach you about learning objectives.
Module 1: Learning Objectives
You will understand how to write learning objectives.
The learner should be the subject of the learning objective! Let’s take a look at the chart below:
When designing assessments, consider allowing multiple ways for students to demonstrate course knowledge; some students struggle with the traditional methods. Also, offer more low-stakes assessments with feedback. This mean breaking large assignments into component parts with feedback or using low-stakes quizzes in place of or as practice for exams. Both methods provide students multiple check in points and informs them of their progress.
In your instructions, do you offer multiple means for engaging with course concepts? Do you mix up your how you deliver your content with text, image, video, audio, etc? Are you also offering multiple ways for students to engage with the content, such as discussion, writing, polling, small group work, etc. Active learning really allows students to practice applying course concepts.
You might have seen these concepts designed as a triangle with these elements in alignment for an optimal learning experience. In many ways, course design is an ongoing process of redesign and re-calibration as we test and refine our alignment to give this triangle optimal stability.
If you decide to try backward design and want to make sure everything is aligned, then check the verbs you are using (thanks for the tip, Galen!). But remember, course design isn’t a one-way street; it’s an iterative process, and a balancing act.
CAT has prepared a Course Design page with information and resources that are evidence-based to support student learning.
Further Reading and Additional Resources
Choosing the Right Verb for Your Learning Objectives, by University of Nebraska Medical Center’s Faculty Development
Starting learning objectives with verbs allows learners to understand what action needs in order to master the learning. Check out the revised Bloom’s Taxonomy verbs for learning objectives along with teaching strategies connected with the verbs to inspire you.
Examples of Learning Outcomes: Good and Bad by Thompson River University Center for Excellence in Learning & Teaching
Looking for additional tips for crafting clear and transparent learning objectives? This one page resources demonstrates that learning objectives are actually SMART goals (specific, measurable, achievable, realistic, and time-bound).
Foundations in Learner-Centered Design by UCLA WI+RE
This hands-on mini course will introduce you to learner-center design with opportunities to reflect and bring this practice into your toolkit.