1. Backward Mapping . . . beginning with the end in mind . . .
With Acknowledgement to Angela Byron, Tracy Considine and Maria Sotiropoulous
Backward Mapping beginning with the end in mind . . .
“If we keep doing what we are doing we will keep getting what we are getting”
ACTIVITY
Think back to your many prior experiences with well-designed learning, both in and out of
school. What was the most well-designed learning experience you have ever encountered as a
learner? What features of the design - not the teacher’s style or your interests - made the learning
so engaging and effective? (Design elements include: challenges posed, sequence of activities,
resources provided, assignments, assessments, groupings, site, teacher’s role, etc.).
Briefly describe the design, below:
In sharing your recollections and analyses with your colleagues, build a list of generalizations
that follow from the accounts. What do well-designed learning experiences have in common?
In other words, what must be built in “by design” for any learning experience to be maximally
effective and engaging for students?
The best designs for learning...
NSW Department of Education & Training
NSW Public Schools – Leading the Way

2. Where are we heading?
“If the ladder is not leaning against the right wall, every step we take gets us to the wrong place faster.”

3. What is backward mapping?
A framework used to improve curriculum design in order to develop and deepen students’ understanding.

4. Where did it come from? Jay McTighe & Grant Wiggins
“Understanding by Design”

5. Why the backward mapping framework?
Without building courses ‘backward’ from key tasks, big ideas and performance standards, there are no clear priorities.
Wiggins & McTighe ‘05

6. Why the backward mapping framework?
By thinking through the assessment upfront, we ensure greater alignment of our goals and therefore teaching is focused on the desired results.

7. Backward Mapping Framework
Stage 1: Desired Results
Stage 2: Assessment Evidence
Stage 3: Learning Plan
The stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas before clarifying our performance goals for students
By thinking through the assessments upfront, we ensure greater alignment of our goals, and therefore teaching is focused on the desired results
The logic of a ‘backward design’ approach to programming suggests a planning sequence for curriculum with three stages—Identify desired results, determine acceptable evidence, and plan learning experiences and instruction.

8. Understandings Essential Questions
The “big ideas” of each stage
Assessment Evidence
Learning
Activities
Understandings Essential Questions s t a g e 2 3
Standard(s): 1
Performance T
ask(s):
Other Evidence:
Unpack the content, and focus on big ideas
What are the big ideas?
Analyse multiple sources of evidence, aligned with Stage 1
Assessment Evidence
What’s the evidence?
Plan the learning experiences implied from Stages 1 & 2
How will we get there?

9. Desired Results

10. foundational knowledge and skills
nice to know
foundational knowledge and skills
‘big ideas’ and core tasks worth exploring in depth
Wiggins & McTighe 2005

11. Identifying the BIG IDEAS

12. You’ve got to go below the surface...
Concept

13. to uncover the
really ‘big ideas.’

14. Assessment Evidence
How will we know if students have achieved the desired results and met the syllabus standards?
What will we accept as evidence of student understanding and proficiency?

15. Assessment Evidence

16. GRASPS Goal Role Audience Situation Performance Standards
Goal – goal or challenge statement in scenario
Role – where is each student placed in this scenario
Audience – who will this task be performed in front of?
Situation – the particular setting/context and its constraints and opportunities (physical and contextual)
Performance – clearly articulate the performance or product expected
Standards – what criteria will this work be judged by

17. Plan learning experiences and instruction
What knowledge will students need to perform effectively?
What activities will be needed to allow students to construct their own learning?
What will need to be taught?

18. Learning experiences must beF C T I V N
G A G I
N G

19. How does this align to our Quality Teaching targets for this project?
Focuses on developing deep knowledge and deep understanding through careful planning of learning experiences
Focuses on deep understanding through consideration early in the process of the anticipated evidence of learning
Focuses on high expectations through designing authentic assessment task with explicit quality criteria negotiated with students

20. Starting your planningW
Where are we headed? H
How will the student be ‘hooked’? E
What opportunities will there be to experience and
explore key ideas? R
What will provide opportunities to rethink, rehearse,
refine and revise?
How will students evaluate their work? T
How will the work be tailored to individual needs, interests and styles? O
How will the work be organised for maximum engagement and effectiveness?

21. Quality Teaching Model
What do we want the students to learn?
Why does this learning matter?
How will they demonstrate their learning?
How well do we expect them to do it?

22. In the words of Covey . . .
“To begin with the end in mind means to start with a clear understanding of your destination.
It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
Stephen R Covey,
“The Seven Habits Of Highly Effective People”

23. All I really need to know about curriculum change, I learned from the Story of Noah’s Ark!!!
In conclusion …

24. Noah’s lessons …. Don’t miss the boat!
Don’t forget we’re all in the same boat
Planning is important – it wasn’t raining when Noah built the ark
Don’t listen to critics – just get on with what has to be done
For safety’s sake, travel in pairs (teams)
Build your future on high ground
Speed isn’t always an advantage; after all the snails were on the same ark with the cheetahs.

25. And finally, remember …. The ark was built by amateurs ….
the Titanic was built by professionals!
In this process we are the amateurs!