Question 23

The initial step in planning curriculum using the backward design approach is to identify what students should know and be able to do.

In the backward design approach, the first step focuses on determining the desired outcomes for student learning, specifically what knowledge and skills students should acquire by the end of the instructional process.

A) determine the acceptable evidence of learning

This option is incorrect because determining acceptable evidence of learning is typically the second step in the backward design process. It comes after identifying the desired learning outcomes and focuses on how to assess whether those outcomes have been achieved.

B) identify what students should know and be able to do

This option is correct as it represents the foundational step in backward design. Educators first clarify the learning objectives before planning assessments and instructional activities, ensuring that all elements of the curriculum are aligned with the intended outcomes.

C) plan activities to support student learning

Planning activities is a later step in the backward design framework. It follows the identification of learning outcomes and the determination of acceptable evidence, as activities should be designed to facilitate achieving the established goals.

D) develop essential questions to guide student learning

While developing essential questions is important for guiding learning, it is not the initial step in the backward design process. This task typically arises after establishing clear learning objectives, as questions should emerge from the goals to deepen understanding.

Conclusion

Identifying what students should know and be able to do is a crucial first step in the backward design approach, as it sets the foundation for the entire curriculum planning process. All other options focus on subsequent phases of the design, emphasizing the importance of starting with clear learning objectives to effectively guide assessment and instructional strategies.