Backward Planning: Identifying central Ideas

around which to build curriculum

Based on Wiggins, G., & McTighe, J. (2005). Understanding bydesign, 2nd ed. New York: Pearson.

Common curriculum design process■ What content should

students know?■ In the time available, how

can I get that content covered? (or, how can I fill the time?)

■ If possible, how can I make it interesting?

■ How can I see how much of it students learned?

Backward design

■ What should students know, be able to do? What is worth understanding?

■ What evidence would best document student learning?

■ What experiences will best facilitate students’ learning?

Too narrow:Using Punctuation Correctly

Broader:

■ How does punctuation relate to written communication?

■ What do students want to communicate about, how can punctuation help?

Too broad

The Civil War

What do you want students to gain from studying the Civil War?

What should students know, be able to do? What is worth understanding?

Worth being familiar with

Important to know and do

“Enduring”understanding

“Enduring” understanding

■ Has value beyond the classroom■ Resides at the heart of a discipline■ Is complex, rests on ideas and

understandings students don’t already have

■ Has potential to engage students