Second Post - Backward Design

Backward Design as a respond to Twin sins

Design, v.,—To have purposes and intentions; to plan and execute

—Oxford English Dictionary

Teaching is a means to an end (Page 19)

I first decided to create a mind map in order to identify some technical concepts regarding the text. What I found interesting about it was our new positions as “designers” and “creators” of evidences.

Although it’s difficult to accept an up-side-down approach (backward design), I aim to highlight the importance of assessment seen as a process rather than an “evaluation” with all implications it might involve.  

Here I post some ideas taken from UbD that called my interest:

1. In the best designs form follows function. In other words, all the methods and materials we use are shaped by a clear conception of the vision of desired results. That means that we must be able to state with clarity what the student should understand and be able to do as a result of any plan and irrespective of any constraints we face.

2. Good design, then, is not so much about gaining a few new technical skills as it is about learning to be more thoughtful and specific about our purposes and what they imply.

Why “backward” is best?

3. (Teachers) are coaches of their ability to play the “game” of performing with understanding, not tellers of our understanding to them on the sidelines.

4. Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, what’s the most effective and efficient route? Or we might think of it as planning for coaching, as suggested earlier: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners’ capacities are developed through use and feedback?

Assess before deciding what and how to teach