What are the benefits and challenges of using backward design for curriculum development?

Backward design does not always take into consideration where the students are, or allow us as instructors to meet them where they are. While it’s a method we generally follow at Babb Education for instructional design, it’s not a one-size-fits-all solution.

From my experience, the backward design process promotes a more intentional approach to course design, yielding better results with students retaining knowledge and skills from the lesson. Rather than simply selecting a textbook or a list of topics to cover, the backward design process starts by identifying what students are to learn and be able to do by the end of the course. This can help ensure that the course is aligned with the overall goals of the program or department, and that the learning outcomes are clearly communicated to students.

One thing I have found is that this design model doesn't just work for curriculum drvelopment gir dtudents but can be implemented into so many other things, including PD, staff meetings and personal health development. Such a a great model to use in many aspects of life.

The process of backward design can certainly help ensure that course and program outcomes, as well as the outcomes of individual assessments are in alignment. I like to use a course table or a special rubric to do this to ensure that the institution does not run into any issues during compliance.

In my experience working with teachers who planned their lessons with the backward design approach, the students and their parents were less stressed about state tests and other assessments throughout the year. In these instances, the students, parents, and even I as an administrator were aware of what to expect from the teacher, including what would be taught and when, within reason. The teachers admitted that it was a lot to do at the beginning of the year, but that it made the rest of the school go so much better.

It’s vital to have coordination between the instructional designer, if there is one, and the Faculty expert. It’s also important to identify what constitutes an objective.

About Babb Education, we primarily use Blooms and Fink. Some of our faculty experts have said that the methods are at odds with each another, but we actually find that they work quite well in tandem.

We have worked with many clients using the backward design model. It’s nice that the overview of the course is essentially filled in at the beginning, almost like an outline when writing a paper. That allows the faculty to go back and add the content that they feel is most appropriate.