Video 3: Drive instruction and
assessment with learning goals
Learning goals give us a target for
instruction
Engineering Design Analogy
1. Identify end goal
2. Identify constraints
and inputs (what is
success?)
3. Lay out a plan for
construction
Backwards Design
Backwards design
Define learning
objectives
(Desired outcomes)
Decide on
assessments
(Evidence of
understanding)
Design
instruction
(Help students
achieve results)
Example of Backwards Design:
Plate Tectonics
Plate Tectonics Example
• Objective: Develop a model of the cycling of
earth’s material that can help explain patterns
of mountains, volcanoes and earthquakes
Plate Tectonics Example
• Objective: Develop a model of the cycling of
earth’s material that can help explain patterns
of mountains, volcanoes and earthquakes
• Assessment: Students need to construct a
model (e.g., representation) and use that
model to explain how earth’s surface features
relate to the interior of the Earth
Plate Tectonics Example
• Objective: Develop a model of the cycling of
earth’s material that can help explain patterns
of mountains, volcanoes and earthquakes
• Assessment: Students need to construct a
model (e.g., representation) and use that
model to explain how earth’s surface features
relate to the interior of the Earth
• Instruction: Learn about the phenomena,
make drawings / graphs / simulations, share
and critique these models.
Backwards design
“Alignment”
Define learning
objectives
(Desired outcomes)
Decide on
assessments
(Evidence of
understanding)
Design
instruction
(Help students
achieve results)
Student prior knowledge is important
too
Students walk in your door with
preconceptions and helpful resources!
Student prior knowledge is important
too
• Plays a role in every
part of backwards
design: Goals,
Assessments, and
Instruction
• Can be difficult when
you’re first teaching
• Back to car
analogy….
Students walk in your door with
preconceptions and helpful resources!
“Backwards Design” begins with:
A.
B.
C.
D.
E.
Drawing a map
Determining your goal or objective
Creating a syllabus
Finding some activities to do in class
None of the above
“Backwards Design” begins with:
A.
B.
C.
D.
E.
Drawing a map
Determining your goal or objective
Creating a syllabus
Finding some activities to do in class
None of the above
What is the last step in “Backwards
Design”
A.
B.
C.
D.
Identifying students’ prior knowledge
Creating a syllabus
Determining the instructional techniques
Talking to other instructors
What is the last step in “Backwards
Design”
A.
B.
C.
D.
Identifying students’ prior knowledge
Creating a syllabus
Determining the instructional techniques
Talking to other instructors
Backwards Design and alignment –
an example from Biology
Broad Learning Goals:
• Understand the process of science
• Use basic principles of evolution to solve problems
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment –
an example from Biology
Broad Learning Goals:
• Understand the process of science
• Use basic principles of evolution to solve problems
Measurable
Outcomes
Assessment
Instruction
(Learning Objectives)
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment –
an example from Biology
Broad Learning Goals:
• Understand the process of science
• Use basic principles of evolution to solve problems
Measurable
Outcomes
Assessment
Instruction
(Learning Objectives)
Interpret graphs
Apply Darwin’s
postulates to new
scenarios
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment –
an example from Biology
Broad Learning Goals:
• Understand the process of science
• Use basic principles of evolution to solve problems
Measurable
Outcomes
Assessment
Instruction
(Learning Objectives)
Interpret graphs
Apply Darwin’s
postulates to new
scenarios
Interpret which of
Darwin’s postulates
are represented in the
graphs, and explain
Courtesy Jenny Knight, University of Colorado Boulder
Backwards Design and alignment –
an example from Biology
Broad Learning Goals:
• Understand the process of science
• Use basic principles of evolution to solve problems
Measurable
Outcomes
Assessment
Instruction
(Learning Objectives)
Interpret graphs
Apply Darwin’s
postulates to new
scenarios
Interpret which of
Darwin’s postulates
are represented in the
graphs, and explain
Create a graph
that depicts one
element of
natural selection
Courtesy Jenny Knight, University of Colorado Boulder
What do you notice about these goals?
• Introductory genetics: Distinguish between
different modes of inheritance
• Quantum physics: Qualitatively design a
semiconductor diode that will only allow
current to flow in one direction.
• Probability: Find patterns in data using basic
data visualization tools
• Introductory chemistry: Describe what makes
chemicals react, and why reactions go in a
particular direction.
Course vs. Topic Goals
Specific topics
• Introductory genetics: Distinguish between
different modes of inheritance
• Quantum physics: Qualitatively design a
semiconductor diode that will only allow
current to flow in one direction.
• Probability: Find patterns in data using basic
data visualization tools
• Introductory chemistry: Describe what makes
chemicals react, and why reactions go in a
particular direction.
General course
Different scales of outcomes
Learning Goal
• Broad, course-level
• 5-10 per course
Learning Objective
• More specific
• 2-5 per topic
Astronomy example
Interpret simulations and data
Analyze the phases of the moon
by using computer simulations.
Explain the role of natural forces
in the universe.
Construct a model representing
the phases of the moon.
Consistent & aligned
24
Scale of backwards design
• Aimed at a single
teachable unit
• But also applies to your
bigger overarching
course goals and end-ofcourse assessments
Single brick… or the whole house….