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  • Tips and Tricks Blog
  • Science
    • Biology
      • Natural Selection
    • Chemistry
      • Balancing Chemical Equations
      • Covalent Bonds
      • Energy Diagrams
      • Excited Electrons
      • Flame Test
      • Fusion and Fission
      • Half-Life
      • Heat Transfer
      • Intermolecular Forces
      • Ionic Bonds
      • Isotopes
      • Lewis Dot Structures
      • Matter (Part 1)
      • Matter (Part 2)
      • Organic Chemistry
      • Periodic Table (Part 1)
      • Periodic Table (Part 2)
      • Physical Changes and Chemical Reactions
      • Radioactive Decay
      • Solutions and Separation Methods
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Tips and Tricks

This blog is dedicated to designing courses for a classroom. You will find tools, ideas, materials and much more.

Backwards Design

8/29/2021

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Identify desired results arrow to determine acceptable evidence arrow to plan learning experiences and instructions
What steps do you take when you create a unit for a class? Do you start by finding some cool simulations? Do you create your test first? Do you consider what your learning objectives should be? Be honest with yourself. I ask these questions because they are important. For example, if you start creating a unit with a cool activity you found, you most likely are going to run into some alignment issues if you do not start with your learning objectives. 

When it comes to designing your course, you always want to start with your learning objectives, so before you do anything, sit down and write out what you want your students to know by the end of the class then make these into learning objectives. Once you have your learning objectives, there are several design approaches you can take when creating your course, but this post is going to focus on the backwards design approach. 

There are three main steps when using the backwards design approach:
  1. Identify desired results
  2. Determine acceptable evidence
  3. Plan learning experiences and instructions
​
Once you have your learning objectives, you will have completed step one of the backwards design approach. Next, you need to determine acceptable evidence. How will your students show you they have mastered the learning objective? Do you have some test questions, do you have them complete a project, do you have them write an essay, etc. Overall, how will you access them on each learning objective? Check out the examples below:

Example 1:
  • Learning Objective: Create a PowerPoint with a picture.
  • Acceptable Evidence: Have the learners create a PowerPoint with a picture.

Example 2:
  • Learning Objective: List five properties of ionic compounds.
  • Acceptable Evidence: Have the learners take a test where they list five properties of ionic compounds.
​
Once you have your acceptable evidence (test, project, paper, etc.) created that aligns with the learning objectives, you plan your learning experiences. This is where you may use simulations, activities, readings, videos, etc. to help your students master the material you are teaching. When you are finding resources for your class, make sure that each resource helps the learner master the learning objectives you created. If the resource does not help the learner master the learning objective, do not use it. If you find that you do not have a resource for a learning objective, make sure you find one. Next, you use these resources to create the learning experience. For example, if you are teaching online then you may use a learning management system (LMS) to design your course, such as uploading materials. Once you have this step completed, you will have completed a backwards design approach for creating a course for your students.
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    I am an instructional designer, but, I was a teacher before becoming an instructional designer.

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  • Home
  • Tips and Tricks Blog
  • Science
    • Biology
      • Natural Selection
    • Chemistry
      • Balancing Chemical Equations
      • Covalent Bonds
      • Energy Diagrams
      • Excited Electrons
      • Flame Test
      • Fusion and Fission
      • Half-Life
      • Heat Transfer
      • Intermolecular Forces
      • Ionic Bonds
      • Isotopes
      • Lewis Dot Structures
      • Matter (Part 1)
      • Matter (Part 2)
      • Organic Chemistry
      • Periodic Table (Part 1)
      • Periodic Table (Part 2)
      • Physical Changes and Chemical Reactions
      • Radioactive Decay
      • Solutions and Separation Methods
      • The Atom
      • What is Chemistry?
    • General Science Topics
      • CER
      • Good Research
      • Graphing
      • Lab Equipment
      • Lab Safety
      • Models
      • Scientific Method
    • Labs
    • Veterinary Science
      • Canine
      • Feline
      • Introduction to Veterinary Science
      • Terminology
  • Resources
  • Feedback
  • Copyright and Privacy Policy