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Guidelines for trainers:

What happens behind the scenes

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Learning Outcomes

Recognise the three stages of backward design

Write learning outcomes

Design a learning path

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Learning Outcomes

Recognise the three stages of backward design

Write learning outcomes

Design a learning path

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Content

  • Backward Design
    • Definition
    • Stages

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Backward design

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Start from

the end

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Backward

Design

Identify Desired Outcomes

1

Determine Assessment Evidence

2

Plan Learning Experience

and Instruction

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The material is not the training

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Images: https://iconduck.com/icons/288183/open-book, CC BY 4.0

https://iconduck.com/icons/288059/training , CC BY 4.0

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Identifying the desired results

Ask questions

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  • What should learners know at the end of the training?
  • What should they be able to do?

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The “desired results” are the intended learning outcomes (LOs)

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Assessment is not grading

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Image: https://iconduck.com/icons/21641/award, CC BY 4.0

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Determining the assessment evidence

  • What would count as evidence of successful learning?
  • How can we collect such evidence?

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Alignment with the learning outcomes

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Balance between knowledge and skills

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Preparation to take the road

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Icons:

https://iconduck.com/icons/118271/paved-road, CC0

https://iconduck.com/icons/22431/suitcase, CC BY 4.0

https://iconduck.com/icons/22146/alternate-map-marked, CC BY 4.0

https://iconduck.com/icons/21725/camera, CC BY 4.0

https://iconduck.com/icons/249456/water-bottle, CC BY 4.0

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Planning the learning experiences

  • What kind of activity will best equip learners with knowledge and skills?
  • What will need to be taught and how should it be taught?
  • What materials and resources are the most adequate to achieve this goal?

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The learning experiences are the lectures we give or the activities and practices we facilitate

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What does backward design begin with?

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    • defining your goal or objective
    • identifying some good, ready to use material
    • drawing a map
    • none of the above

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What does backward design end with?

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    • planning and developing the instructional methods and the material to be used
    • identifying learners’ priorities
    • evaluating learners
    • none of the above

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[Trainer’s email address]