Hy,

My experience in this field is based on the design of a master in management of SME. This course aims to provide students with adequate tools to think and manage an SME. On the other hand we would like to receive students with various graduations. So it was necessary to include basic skills, advanced tools and a project that seeks to assess the students ' practice ability. For more specific information please consult the website www.estgp.pt.

Joaquim

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Hy,

My experience in this field is based on the design of a master in management of SME. This course aims to provide students with adequate tools to think and manage an SME. On the other hand we would like to receive students with various graduations. So it was necessary to include basic skills, advanced tools and a project that seeks to assess the students ' practice ability. For more specific information please consult the website www.estgp.pt.

Joaquim

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Bob:

I have not used the Backward Design model extensively, but here's a link to an example of how it can be used in designing learning plans in stages.

Best regards,

Debra

https://www.wku.edu/library/dlps/infolit/documents/designing_lesson_plans_using_backward_design.pdf

I have been an observer of a process when an occupational analysis was used as the basis to for the design a Bachelors degree.

An investigation of the DACUM method may assist you.

Hi Bob,

Using Biggs & Tang (2007) Teaching for Quality Learning at University as guide has enabled me to constructively align Intended Learning Outcomes with powerful assessment tasks. The development of assessment rubrics using Bigg's SOLO Taxonomy adds another dimension to improve student learning outcomes, promoting deep learning and higher order thinking.

Regards, Bruce

The work of Wiggins and McTighe is very helpful in teaching teachers how to use "backward design" aka Understanding by Design. A quick summary: you begin with defining what the goal of a unit is and then break it down into the essential ideas (big ideas) and concepts and skills that you want the students to acquire. This is considered at at least 3 levels: knowledge, understanding, and transfer.  Second, you consider what type of evidence you would require to have to know that the students have learned and have deep understanding of your essential ideas; you work out various formative assessment measures for beginning and end as well as ongoing daily and during the day. Thirdly, you consider, how will I get my students to the point to be able to do well on these assessments and based on this you create your learning plan. The learning plan includes learning progressions as well as careful collection of assessment data along the way so you can make data informed instructional decisions along the way. 

This website is a good place to start http://jaymctighe.com

Backward design is another way of articulating the steps or actions and conditions necessary to achieve a given outcome. Begin with the desired outcome, then ask yourself, what is necessary to achieve that outcome - what must come before that outcome can be achieved. Keep going backwards from the long-term outcome to the intermediate outcomes to the early outcomes to the strategies or actions or behaviors or interventions that will be implemented to bring about those early outcomes. You can step back one more step to specifying the conditions or local context in which the strategies are justified. This process is called Theory of Change and the result map or flowchart is also called a Theory of Change. There is an abundance of literature about this approach. It is simliar to - but not at all the same as - a logic model.