Building a Syllabus: Backward Design for Syllabus Design

Backward design (Wiggins & McTighe, 2005) is a framework for syllabus design. Traditionally syllabus design has been approached in a forward design manner, meaning that content is considered first. Content-centered syllabi are what many people are used to—you have likely been handed such syllabi as a student and as an instructor. Content-centered syllabi start with a list of topics to be covered (not uncommonly based on textbook chapters and the way in which they are sequenced) over the academic term, then learning activities are selected, assignments and tests are developed around these learning activities, and finally connections are drawn to the learning objectives. This approach to syllabus design focuses on what the instructor wants to do and thus makes it instructor centered.

With backward design instructors start creating a syllabus by thinking about who their students are and what they want them to know and be able to do at the end of the course and then work backward from there. The backward design framework, despite its name, is actually quite forward thinking in that it promotes intentional planning to create assessments and determine learning activities and course materials needed to support the desired learning objectives. This approach to syllabus design is student-centered.

The three stages of backward design represented in Figure 1 include: (1) identifying desired results through use of essential questions that will help students develop and deepen understandings and through articulation of learning objectives; (2) determining acceptable evidence that students have achieved the learning objectives through formative and summative assessments; and (3) planning learning experiences and instruction. A fourth stage is also included in Figure 1: curating textual resources that will help students provide evidence that they have met the course goals and learning objectives. The model does not prescribe a specific instructional method or approach to design learning activities; any instructional method or approach is acceptable as long as it supports student learning consistent with the stated course goals and learning objectives (Wiggins & McTighe, 2005).

Adopting a backward design approach to syllabus design has several benefits. First, as previously mentioned, it encourages instructors to think intentionally about how in-class activities and assessments will ensure that the course goals and objectives are met. In addition, backward design helps instructors determine what material is necessary for students to meet the stated course objectives and therefore makes it easier to decide what content to include and what content to put aside. Another benefit of using backward design is that students appreciate the transparency and clarity that comes with knowing what is expected of them. Finally, adopting a backward design approach can have a positive impact on student learning and motivation (Hodaeian & Biria, 2015; Korotchenko et al., 2015). 

Backward design can be an iterative process. As you develop your assessments, you may realize that your learning objectives must be refined. Similarly, as you plan your learning experiences, you may come up with original ideas on how to assess students, which may lead you to change your assessment plan.

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