Backwards Design and Concept-Based Instruction

After reading Erickson’s article “Concept –Based Teaching and Learning” and Wiggens and McTighle’s article “Understanding by Design”, I was able to make several connections to the backwards design (BD) process.  These practices of concept- based  instruction(CBI) can transform my planning and the way I teach.

1. BD focusses on the child’s point of view when formulating questions.  CBI designs units that are meant for deeper understanding of concepts.

2. BD uses higher level questioning to engage students by allowing them the freedom to justify ideas through inquiry and construction.  CBI uses higher level questioning from Bloom’s Taxonomy.  Students who are engaged in their learning both intellectually and emotionally will be more engaged in the concept.

3. BD begins by asking an essential question to begin designing the unit.  CBI begins by developing  a unit around a central question.

4. BD encourages developing the understanding of a concept.  Curriculum involves scaffolding, not just pulling together random activities.  CBI emphasizes the curriculum being concept-based to foster a transfer of knowledge, understanding and engagement.

5. BD emphasizes student led questions rather than just teaching facts.  CBI brings the understanding out from the student rather than just telling them what to understand.

Clearly, there are connections between backwards design and concept-based instruction.  In my district, we have content specialists that design our curriculum beginning with essential questions.  They design the curriculum using the backwards design process.  In the classroom, my job is to make the actual teaching of the units fit my students’ understanding keeping in mind their prior experiences and questioning them in ways that will engage them.