Why would anyone want to design a course backwards?

When designing the general course plan, it is important to consider the following questions:

What skills should my students be able to acquire by the end of the course (objectives)?
What will I accept as evidence that the students have acquired the skills (assessments)?
What learning experiences will help my students to acquire the skills (materials, tools, interaction and engagement etc)?

Typically, the most illogical part of the backwards course design process is where the assessment is considered (immediately after identifying the course objectives). The series of questions above shows, however, that it is logical to consider assessments immediately after objectives. Perhaps what might be confusing to course developers is the process of distinguishing between designing a course plan and organizing a module to facilitate the course..

When organizing a module to guide students to complete the course objectives, you may ask the following questions?

How will I prepare students to complete this module (Gain their attention)?
How will I let them know what's in it for them or the skills they will acquire by the end of the module (Learning Objectives)?
What materials, tools, interaction and engagement etc. are best to help them achieve the objectives (Learning Guidance)?
What opportunities will I give them to practice so that they will feel free to make mistakes as they master the objectives (Practice Activities).
What will I accept as evidence that the students have acquired the skills (assessments)?

Notice that assessment (i.e. high stake assessments) are considered second in the backwards course design process, however, it is done at the end of a module when students are expected to demonstrated what they learned in the module.

The rationale for considering assessment early in the course design process is that, when you know what you will accept as evidence that students have acquired the skills, you are in a better position to design relevant course materials and learning experiences to guide students to demonstrate that evidence.

Worksheets and Checklist

To help you plan your course and organize your online module, we have included two worksheets (see below). As you progress through this online seminar, you will complete sections of the worksheets. The worksheets will also help you to prepare for your showcase. We also included a showcase checklist to help you to quickly identify the institute deliverable (What's in it for you)!

What would you like to do?

Download the Course Planning Worksheet (8.5 x 14)
Download Course Planning Worksheet (8.5 x 11)
Download the Module Organization Worksheet

References/Frameworks

Backwards Course Design (Wiggins and McTighe)
Gagne's Nine Events of Instruction