Stages of Backward Design
2 - Acceptable Evidence of Learning
- Connected to Proficiency Guideline Levels
- “Can do statements” of task based activities
(e.g. “I can identify Chinese food vocabulary.”)
3 - Syllabus Design and Course Planning
- Course syllabi will identify what is to be taught, when it is to be taught, and how it is to be taught (thereby providing additional guidance for teachers, materials, writers, test writers, and learners).
- Translate goals, objectives, and targeted outcomes into a decision about the structure of courses within the curriculum. This is a distribution of the course content, breadth and depth of content coverage at different levels. It should be done by adopting different syllabus frameworks, such as grammatical, task based, etc to meet goals and objectives.