Backward design

The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized.

[7] In addition, instructional design models or theories may be thought of as frameworks for developing courses, modules and lessons that increase and enhance learning and encourage engagement .

[8] There are numerous instructional design models available to instructors that hold significant importance when planning and implementing curriculum.

Based around those components, the instructor then has the opportunity to choose the design model and stages that work best for them in their specific situation.

As learners and instructors may vary, instructional design must be a good fit for both and therefore different models can have behavioral, cognitive or constructivist roots.

Ralph W. Tyler introduced the idea of "backward design" (without using this particular term) in 1949 when referring to a statement of objectives.

It can be difficult for "traditional" educators to switch to this model because it is hard to conceptualize an assessment before deciding on lessons and instruction.

This model is purposely not designed to be followed in a linear step-by-step fashion, but rather is circular so that it is possible to re-trace steps once data have been collected and analyzed.

Stage 2: Determine acceptable evidence The teacher has created an authentic task in which students will design a 3-day meal plan for a camp that uses food pyramid guidelines.

Stage 3: Plan learning experiences and instruction The teacher first considers the knowledge and skills that students will need in order to complete the authentic assessment.

Specifically, students will need to know about different food groups, human nutritional needs (carbohydrates, proteins, sugars, vitamins, minerals etc.