What Makes Backward Design “Backward”?
Although backward design makes sense for planning, its logic is not always followed within the hectic operation of schools and districts. Yet failure by reformers to follow the precepts of backward design can result in variations on the “twin sins” of teacher planning we noted in Understanding by Design (Wiggins & McTighe, 2005). One sin may be labeled “activity orientation”—professional activities that fail to lead to goal-related results. We see this problem manifest on professional development days and at meetings, where staff dutifully participate but without a clear long-term purpose or targeted follow-up. (Is it any wonder that we often hear veteran staff lament, “This too shall pass,” because it often does?) The second sin parallels the teaching sin of “coverage,” whereby staff members are “informed” about new policies, initiatives, or programs without ever having to act or be held accountable for implementation. They are merely told, “Here’s what we’re doing,” without being hel
