Backward Design

A strategy that has been helpful in assisting faculty with course design is known as Backward Design. Backward Design originated with Wiggins and McTighe in their book Understanding by Design.⁵ This differs from the age-old beginning-to-end approach to instructional design where the instructor first would decide what content to teach before developing activities and assessment for the resulting learning. This concept is outlined in a book by Dee Fink titled: Creating significant learning experiences: an integrated approach to designing college courses, where he describes a framework for educators for designing courses that foster deep learning and student engagement through a learning-centered approach.⁶ In his book, Fink's framework starts with use of “Backward Design” where the faculty member starts out thinking about what they would like to see as the end result of a student taking their course (Figure 1). Fink suggests that faculty first ask themselves, “What do I hope the students will have learned that will remain with them throughout their educational experience and beyond?” From there, faculty work backwards to build a course that will help students gain the knowledge, skills and values necessary to achieve the final result (outcomes). In building one’s course with the intent of creating significant learning experiences, it is instructive to remember the paradigm of student-centered learning, where the focus is on what students need to learn and do, rather than on what faculty need to teach. Backward Design helps instructors plan or revise courses by integrating learning goals with active and reflective classroom practices. Research shows students learn best when prior knowledge is engaged, conceptual understanding is built through active learning, and metacognition is encouraged.⁷ It is no longer acceptable for a faculty member to stand at the front of the room and lecture for the course allotted time with little to no interaction from the students. A quick review of learning theory will help to further support this point.

Figure 1. Backward Course Design.⁹

Figure 1. Backward Course Design.⁹