In order for a perspective on curriculum design to be useful, it needs to be easily accessible. Adaptable templates that are readily accessible are an example of how to integrate different design elements into lesson planning: “A practical cornerstone of Understanding by Design is a design template that is meant to reinforce the appropriate habits of mind needed to complete designs for student understanding and to avoid the habits that are at the heart of the twin sins of activity-based and coverage-based design” (G. P. Wiggins & McTighe, 2005). This class worked through designing a specific unit and lesson plan with the UbD template. However, that particular layout may not be the most appropriate for every classroom and every educator. 

The template has been altered below to be more applicable to classes that I may teach. Since “ the logic of backward design applies regardless of the learning goals”, I have included a link to all Colorado State Curriculum Standards - I can potentially teach any one of them (G. P. Wiggins & McTighe, 2005). I have added quotes to sections to remind myself of the end goal of each section, and I wrote out the helpful acronyms to provide digestible clues towards specific elements of the unit/lesson planning that are invaluable to the process of Backwards Design. Flynn’s Two Step Approach is integrated into specific lesson planning with its “Discovery” and “Exploration” steps in order to focus individual lessons towards the overarching goal of the unit (Flynn, 2004). Prompts to identify steps to ensure engagement and regular application of transferable skills are included as well. 

The heart of lessons planned through the lens of Backwards Design is identification of the purpose of the lesson(s) in a large scale, and altering the template to more easily encapsulate that purpose with smaller steps is a significant step towards the practical application of UbD: “It is only when teachers know and can articulate why students are learning what they are learning that they are in a position to assign learning experiences that are authentic, relevant, and capable of cultivating the curiosity of the learner.” (Samosa, 2022).