Backward Design: Start with the End in Mind
The traditional approach to designing learning experiences often begins with content selection and activity planning. However, this approach can lead to disconnected learning experiences where students struggle to understand the purpose or relevance of what they're learning. Enter Backward Design: a framework that fundamentally shifts how we approach instructional design by starting with the end in mind.
Popularized by Grant Wiggins and Jay McTighe in their influential 2005 book "Understanding by Design," Backward Design offers a three-stage process that ensures alignment between learning outcomes, assessments, and instructional activities. This approach has gained significant traction among educators and instructional designers because it creates more purposeful, cohesive learning experiences where every element serves the ultimate learning goals.
The first stage of Backward Design involves identifying desired results, which is essentially determining what learners should know, understand, and be able to do by the conclusion of the learning experience. This crucial foundation requires instructional designers to carefully consider learning goals and objectives, essential understandings, and the "big ideas" that should remain with learners long after the course ends. For instance, if designing customer service training, a clear desired result might be: "Representatives will be able to de-escalate customer complaints using a three-step conflict resolution model." This clear articulation of the end goal provides the guiding star for all subsequent design decisions.
The second stage focuses on determining acceptable evidence, which consists of establishing how you'll know whether learners have achieved the desired results. This goes beyond traditional assessments like tests and quizzes to include authentic demonstrations of understanding through role-plays, simulations, projects, and real-world applications. Using our customer service example, evidence might include video recordings of mock customer interactions or reflective writing about applying the conflict resolution model. This stage ensures that assessment is meaningfully aligned with learning goals and provides genuine evidence of mastery.
Only after completing these first two stages does the instructional designer proceed to the third stage: planning learning experiences and instruction. At this point, with clear goals and assessment methods established, designers can thoughtfully select instructional strategies, resources, technologies, and activities that will effectively support learners in achieving the desired outcomes. This intentional sequencing prevents the common pitfall of designing entertaining but ultimately ineffective learning experiences that fail to produce real understanding and skill development.
The benefits of Backward Design are substantial. This approach helps instructional designers stay rigorously aligned with learning outcomes, avoid content overload by focusing only on what serves the ultimate goals, build meaningful assessments that authentically evaluate learning, and create truly learner-centered experiences. When you design with the end in mind, you're not simply delivering content; you're carefully guiding learners on a journey toward meaningful understanding and application.
For instructional design novices, Backward Design offers a structured framework that counterbalances the temptation to begin with engaging activities or attractive technologies rather than learning purposes. By starting with "why" before determining "how," designers can create more impactful, purposeful learning experiences that truly transform knowledge and skills. As Stephen Covey wisely noted, "Begin with the end in mind." Because when we design backwards, we're actually designing forward for impact, growth, and lasting learning.
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Understanding by Design Framework
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Jackie Pelegrin
Instructional Designer, Author, College Professor, and Podcast Host
Jackie, an Arizona native, leverages decades of experience as an instructional designer within both higher education and the corporate world. She holds an MBA and a Master of Science in Instructional Design and Technology, both acquired through online learning. In addition to her full-time role, Jackie serves as an adjunct instructor, teaching online courses at Grand Canyon University. During her leisure time, she delights in reading books across a range of genres, enjoying movies and TV shows, playing games, listening to uplifting music, and spending quality time with her family and friends.
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