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Teaching and learning frameworks are research-informed models for course design that help instructors align learning goals with classroom activities, create motivating and inclusive environments, and integrate assessment into learning. Frameworks like Backward Design serve as conceptual maps for planning or revising any course, syllabus, or lesson, and can be easily adapted and mixed.
Course design frameworks provide models for achieving learning outcomes in overall courses, crafting the syllabus, and course redesign. Many elements in course design can also be applied to individual class design.
Backward Design originated with Wiggins and McTighe in their book Understanding by Design (2005), and drives the educational philosophy behind most recent teaching and learning frameworks. Backward Design differs from classic beginning-to-end approaches to instructional design where the instructor first decides what content to teach before developing activities and assessments for the resulting learning. Backward Design instead begins with desired end goals by focusing on what the learner will learn, rather than what the teacher will teach. In this sense, Backward Design is a student-centered approach.
Class design frameworks provide models for achieving learning outcomes in individual class sessions, developing activities, and motivating students. Some frameworks, like Universal Design for Learning, can also apply to course design.
Universal Design for Learning was developed in the early 1990s as a model for addressing the diverse learning needs of students in the classroom. It can be applied to course or single class session designs, and its focus on accessibility makes it an effective approach to ensuring the success of class sessions for every student. UDL operates under three essential principles:
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