Backward Design

1. What are the features, examples and non-examples of UBD?

Since Backward Design is a method of envisioning and designing to obtain the desired goal of a unit, a feature of this whole thing is knowing what one wants the end-product to look like and feature (usually with regard to quality, relevance to standards, etc.). An example of this would be a broader goal, such as having the ability to "critically write, citing sufficient evidence, a  literary analysis essay that is thoughtful, organized, and in MLA format." Come to think of it, that is maybe more specific of a skill to cite as THE example, but it lends itself to multiple standards, areas of learning, and skills! It's how we're going about revising a lot of our curriculum, currently. A non-example would be saying "we'll cover grammar," or "students will be able to identify direct objects." 

2. How would you define UBD in six words or less?

Critical and creative use of content. 

3. What do you see as benefits and challenges to this system?

Challenges: getting one's department to wholeheartedly engage in the process of backward design in re-making / envisioning the curricula. 

Advantages: It's a good way to make sure one's assignments are purposeful, working toward attaining a specific and meaningful skill, and, generally speaking, making a department coherent and "slawesome." 

4. In what ways has small and large group discourse enhanced your understanding of UBD?

It has benefitted me with regard to the clarification of the different types of questions / units / examples a department / individual can use and employ in the designing of units. 

5. What perplexing questions do you have about UBD?

I haven't any questions at the moment - I'm familiar with the concept, as our department is currently employing it.