One of the main ideas is focused on developing goals and objectives when we do our planning. The teaching job is not done randomly; it needs guidance, preparation and elaboration. On one hand, the guidance is given by the national or institutional standards that specify what students should know and be able to do. On the other hand, preparation and elaboration are on the teacher’s criteria and creativity. Teacher’s criteria will be understood as the objectives or results we want to get after doing our lesson. The creativity will be used when we want to give the correct order to our lesson using the content, the appropriate method and the proper activities.
Here appears the concept of “Backward Design”. The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered. In other words, we should use a results-focused design instead of a content-focused design.
Their framework identifies three main stages:
• Stage 1: Identify desired results: It means the learning that should endure over the long term. This is referred to as the “enduring understanding”. This requires “clarity about priorities” (Wiggins).
• Stage 2: Determine acceptable evidence: We need to establish what constitutes acceptable evidence of competency in the outcomes and results. To define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions. There are three types of assessments: Performance Task, Criteria Referenced Assessment (quizzes, test, prompts) and Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).
• Stage 3: Plan learning experiences and instruction: It means instructional strategies and learning experiences that equip students to develop and demonstrate the desired understanding, bringing students to these competency levels.
