Backward Design
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How to Plan Using Backward Design
Backward Design means planning instruction with the end goals in mind. This three-step framework helps educators implement a proficiency-based language program over a realistic timeline, based on the current program model. The Backward Design framework was developed by Jay McTighe and Grant Wiggins. Educators can find a concise overview of the backward design process
here.
1. Identify Learning Outcomes
When planning an intercultural unit, the first step is to determine the learning outcomes or goals, i.e., what the students should know and be able to do at the end of the unit. The outcomes are framed in a real-world or authentic cultural context.
- Download the Backward Design tool for creating intercultural units (revised tool coming soon).
- Determine the targeted proficiency level of the unit.
- Determine the theme and essential questions to guide the learning outcomes of the unit.
2. Determine Acceptable Evidence
Determine what assessments will be given to show evidence that students have achieved the learning outcomes of the unit. A summative assessment, project or presentation scored with performance or proficiency rubrics can be used.
- Learn how to create an Integrated Performance Assessment (IPA).
- Search for relevant authentic cultural resources for various languages.
- Create intercultural tasks for interpretive (reading, listening, viewing), presentational (writing, speaking, signing) and interpersonal (written, spoken or signed) communication.
- Use standards-based world language rubrics to evaluate performance or proficiency.
3. Plan Learning Experiences
Plan and scaffold learning activities that will help students achieve the goals of the unit. By knowing in advance the learning outcomes and the assessment for the unit, the teacher can target content and activities in a more relevant and effective way.
Refer to Ohio's Instructional Strategies page for support for the following:
- Activate prior knowledge before lessons or activities.
- Use instruction and learning strategies across all modes of communication and for learners of all abilities.
- Use the target language in communicative and comprehensible ways.
- Teach vocabulary and structures in context and as functional language.
- Use authentic resources in lessons, activities and formative assessments.
- Incorporate Higher Order Thinking skills into lessons and activities.
- Use formative assessments as learning checks.
- Incorporate technology to enhance instruction, learning and engagement.
- Incorporate career connections to add real-world relevance to learning experiences.
Last Modified: 1/29/2023 5:18:33 PM