Wiggins & McTighe  reminds us that teachers are designers and that teaching is a reflection of our design. The effectiveness of our design corresponds  to the effectiveness of our teaching. Because form follows function, all of the methods and materials we use are shaped by a clear conception of the vision of our desired results! Using the Backward design model allows you to easily collaborate with other educators and have solid evidence for your teaching practices and assessments when questioned or asked to provide it. 

"Do not think of planning and design as an obstacle to spontaneity. When you have a solid plan a goal, and seek to assess and improve as you move along, you are able to be spontaneous because you know you are still operating within solid design." (Wiggins & McTighe, 2006).

The three stages of backwards design involve results, proof and a plan. Teachers can use the following guiding questions to help effectively move through the three stages of backwards planning:

Stage One:Identify Desired Results
What should Participants hear, read, view, explore, or otherwise encounter?
What knowledge and skills should participants master?
What are the big idea's and important understandings participants should retain?

Stage Two: Determine Acceptable Evidence
How will I know if students have achieved the desired results?
What will I accept as evidence of student understanding and proficiency?
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​Stage Three: Plan Learning Experiences and Instruction
What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order in order to perform effectively and achieve desired results?
What activities will equip students with the needed knowledge and skills?
What will need to be taught and coached? How should it be taught in light of performance goals?
What materials and resources are best suited to accomplish these goals?

Resources
Wiggins, G., & McTighe, J. (2006). Understanding by Design(2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall