What should students understand?
Clarify the enduring understanding, essential question, standard, or disciplinary practice that matters most.
Teacher Tools • Backward Design
Curriculum & Lesson Design
Start with what learners should understand and be able to do. Then decide what evidence would demonstrate that learning before choosing activities, media, or technology.
A Simple Design Spine
Six Questions Before You Build
What would count as learning?
Define observable evidence before planning activities. Decide what students will say, make, explain, compare, analyze, or defend.
What do learners already know?
Use a brief diagnostic, prompt, quick-write, image, scenario, or retrieval task to surface prior knowledge and misconceptions.
What will students actually do?
Sequence modeling, practice, inquiry, discussion, source work, application, feedback, and reflection around the evidence goal.
What barriers can be reduced?
Provide multiple ways to access information, participate, practice, and show learning without lowering the intellectual target.
How will the design improve?
Use student work, misconceptions, pacing evidence, and feedback to revise the lesson rather than treating the first version as final.
Interactive Planner