Backward Design Course Planner

Stage 1 of 5 · Getting Started

Tell us about your course

Start with the basics. We will use this context throughout your design process.

Course Information

This helps frame every decision in the steps ahead.

Fields marked * are recommended for the best alignment report.

Course name and number * Course level * Briefly describe the course (2-3 sentences)

Stage 2 of 5 · Backward Design Step 1

What should students be able to do?

Start with the destination. What knowledge, skills, or attitudes will students carry out of your course?

Backward Design Principle: Strong outcomes are observable and measurable. Use a verb you can actually see a student performing. "Students will understand" is vague. "Students will analyze" tells you exactly what to look for.

Bloom’s Taxonomy Quick Reference

Click any level to copy example verbs to your clipboard.

Rememberdefine, list, recall, identify

Understandexplain, summarize, describe

Applyuse, demonstrate, solve

Analyzecompare, examine, critique

Evaluateassess, judge, justify

Createdesign, construct, compose

Your Student Learning Outcomes *

Write 3-6 outcomes. Each should begin with an action verb. Example: "Students will be able to analyze primary sources for historical bias."

Stage 3 of 5 · Backward Design Step 2

How will you know they got there?

Before designing lessons, backward design asks: what evidence would prove a student achieved each outcome?

Backward Design Principle: Good assessments gather evidence of learning. Think of a mix: a major paper or project (summative), plus smaller checks along the way (formative).

Summative Assessments

Major, high-stakes assessments — the final exam, capstone project, research paper, portfolio.

Primary summative assessment * Secondary summative assessment (if any) Third summative assessment (if any)

Formative Assessments

Lower-stakes, ongoing checks for learning — the daily pulse of your course.

Formative assessment 1 * Formative assessment 2 Formative assessment 3 (if any)

Stage 4 of 5 · Backward Design Step 3

How will students learn and practice?

Only now do we get to the how of teaching. What experiences will prepare students to succeed on those assessments?

Backward Design Principle: This is where most course designers start — and backward design says: not yet! By designing activities last, every choice becomes purposeful rather than habitual.

Primary Instructional Methods *

How will the content primarily be delivered and explored in your course? Select all that apply.

Lecture (in-person or recorded)

Socratic seminar / discussion

Small group work / collaborative learning

Case studies or problem-based learning

Flipped classroom (students prepare before class)

Lab / hands-on practice

Student presentations or peer teaching

Community engagement / service learning

Signature Learning Activities *

Describe 2-3 specific activities that will prepare students most directly for your assessments.

Tell us about your course

Course Information

What should students be able to do?

Bloom’s Taxonomy Quick Reference

Your Student Learning Outcomes *

How will you know they got there?

Summative Assessments

Formative Assessments

How will students learn and practice?

Primary Instructional Methods *

Signature Learning Activities *

Your Backward Design Rubric