Understanding Backward Design to Strengthen Curricular Models

Abstract

Nurse educators have responded to the call for transformation in education. Challenges remain in planning curricular implementation to facilitate understanding of essential content for student success on licensure examinations and in professional practice. The conceptual framework Backward Design (BD) can support and guide curriculum decisions. Using BD principles in conjunction with educational models can strengthen and improve curricula. This article defines and describes the BD process, and identifies reported benefits for nursing education.

Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature

“…A constant comparison approach to thematic analysis of the data was used. A conceptual lens derived from constructivist learning theory (Thomas et al, 2014) and backwards design (Emory, 2014) was applied to the data during critique. Constructive alignment in instructional design has been most recognisably developed by John Biggs who describes a pragmatic association between teachers'…”

Using an Intelligent Tutoring System as a Textbook Supplement for Personalized Learning

“…The research questions were bounded by propositions, which guided the researchers on increasing validity and addressed a moderating variable of how effectively teachers use textbooks. The following propositions are statements based on the literature: personalized learning goes beyond the traditional use of textbooks by helping students with exceptionalities better understand and retain curricular material when textbooks serve as curricular guides (Childre, Sands, and Pope 2009;Emory 2014), and the program personalized learning by creating learning paths for every student based on what he or she has learned and what he or she needs to learn (Edgenuity 2017).…”

“…The first theme established textbooks alone as insufficient for addressing the instructional needs of students with varying learning styles; this theme was supported by 100 percent (n = 7) of the participants. This theme helped support the first proposition that personalized learning goes beyond the traditional use of textbooks by helping students with exceptionalities to understand better and retain curricular material when textbooks serve as curricular guides (Childre, Sands, and Pope 2009;Emory 2014). Theme 1 eliminated the possibility of textbooks alone as an educational tool effectively put in place by a teacher as the moderating variable.…”

“…The program personalizes the educational experience by creating learning pathways for every student based on what he or she has learned and what he or she needs to learn (Edgenuity 2017). The personalized learning experience goes beyond the traditional use of textbooks by helping students with exceptionalities understand and retain material while textbooks serve as curricular guides (Childre, Sands, and Pope 2009;Emory 2014). A program that supports personalized learning to support cognitive conditions may allow students to enjoy school and to learn (Willingham 2009;Olsen et al 2014).…”

Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness

“…Finally, planners design learning events that lead to the development of the intended knowledge, skills, attitudes, and so on. Educational models based on backward design principles have been proven effective in virtually all areas of education, at all levels [6][7][8][9][10]. In fact, the recent "milestones" movement in medical education is essentially a spinoff of a backward design competency model dating back to renowned evaluator Ralph Tyler in 1949 [11].…”