REVERSE PLANNING: KEY TO EFFECTIVE LESSON PLAN

(Teachwire, 2023) figure represents elements of lesson plan.

We often spend long hours designing lesson plans , thinking about content- related activities for the learners, and planning their homework. Are we really sure the lesson would be effective? Many times, we are in our classes teaching students, and they simply nod their heads or react with a thumbs up to show their understanding, and on asking them, they struggle to explain the answers. I am sure every teacher has faced a similar situation sometime or the other.

As teachers, we design our lesson plans, mapping the content with activities followed by assessments. While this approach is structured and provides direction to our learning. It can sometimes place more emphasis on content than the learning outcomes. But what if we change the starting point? instead of beginning with “What should I teach?” We began with “What should our students be able to understand, demonstrate, or connect to real life by the end of the lesson?”

This simple shift is known as reverse planning — an approach that begins with the desired learning outcomes, identifies how learning will be assessed for different learners and then plans teaching activities that lead students towards those outcomes. In this blog, we will explore the importance of reverse planning in creating effective lesson plans.

Reverse planning was introduced by Jay McTighe and Grant Wiggins is an effective planning process. It starts with the end of the unit. It can be compared to the weight loss program of an individual who wants to lose 30 kg in a year. So, the reverse plan would include evidence of achieving a smaller milestone, say 10 kg loss, with weight measurement and inch reduction, and then work to chalk out daily activities involving exercise, sleep duration, and diet to be followed each day. Similarly, in effective classes, the teacher firstly identifies the learning goals, secondly determines the evidence to demonstrate achievement of learning goals, and finally plans the learning activities and experiences. Integrating all the elements together to have a coherent class.

Meaning we decide the end goal first and then work our way back to achieve it. Suraasa Learn (2026) mentions the benefits of backward planning:

1. It is an approach where learning is given more importance than just the content.

2. It is student-centered and shifts the focus to a learning-focused approach, moving from cover-to-cover teaching.

3. It helps to integrate subject matter, skills to be developed, and learning activities.

4. It helps in better selection of teaching approach and methods, keeping in mind learning goals.

5. It prevents wastage of time and gives direction to the learners.

6. It helps to interconnect learning goal, pedagogy, and assessments.

7. The teaching-learning process is transparent and student-centered.

8. The role of the teacher changes to facilitator as the teacher becomes creative, research-oriented and participatory in the teaching-learning process.

The three steps involved in reverse planning are

1. Identify the end i.e., look at the curricular goals.

2. Determine the method of assessment.

3. Planning lesson and learning experiences

(University of New Hampshire, 2020) Backward Design Model

(McTighe,2019) lists the steps of reverse planning:

1. Identify the end: Check the learning goals and objectives mentioned by the board followed in your school. Then look for learning outcomes related to teaching the topic. List the skills, topic and subtopic (concept) they will learn. The learning outcomes must be S.M.A.R.T., i.e., specific, measurable, adaptable, reliable, and time bound.

2. Determine the method of assessment: Think of various ways to evaluate the students in the development of skills and knowledge. in the form of quizzes, MCQs, open-ended discussion, projects, group task presentations, worksheet models, and exit tickets.

3. Plan the lesson and the learning experiences: Teachers creatively interlink learning outcomes with the activity, ensuring students are engaged with the content and it`s aligned with their assessment. Here we decide the classroom culture, agreements, manage the resources to be utilized, and pre-planned groups. Here, we focus on what? And how? We focus on the learning approach and teaching methods. Here we focus on the hook or the starter activity, to engage the learners and get them energized to do the activity. A range of main activity and extension activity is performed to let the students be involved in the learning process.

4. Reflection: Lastly, we measure how well the learning experiences align with the end goals.

Examples of reverse planning

In all four examples shared below, keeping in mind learning outcomes. Evidence for assessment was prepared, and then the learning activities were aligned with it.

Example 1 Topic: Measurement of length by ruler for Grade: 6

Step 1: We note the learning outcomes:

Students will be able to:

• Calculate object length accurately using a ruler.
• Justify why SI units give reliable measurements.
• Compare and contrast standard and nonstandard units of measurement.
• Performs measurement of table accurately using ruler.
• Create rules for correct measurement with a ruler.

Step 2: We consider how students will demonstrate their understanding of the skill or concept.

Assessment: Learners were able to perform the hands-on activity related to the measurement of the length of the table using a hand-span and ruler. They presented their learning in think-pair-share. Quiz stations and Exit tickets were evidence of assessment of learning.

Step 3: Now, we design the learning activities which are tied to the learning outcomes and the assessment evidence for the topic.

Learning activities: Hands-on activity as learners measured the length of the table using their handspan and of their friend in pairs and compared with the observation using a ruler. Discussion in think-pair-share. Following the instructions to correctly measure using a ruler.

Step 4: Reflection involves critique the lesson plan before following it and also reflect upon it once taught in class.

• Group formation was done by displaying members on the board. (pre-planned group).
• Learning outcomes were S.M.A.R.T., and were assessed by hands-on activity tasks (Assessment for Learning).
• A mix of learning taxonomies was used like Bloom’s taxonomy( Cognitive domain), Simpson taxonomy( Psychomotor domain), and Krathwohl, Masia, and Bloom(Affective domain).
• The lesson was student-centred and followed a constructivist approach in building the knowledge. Learners were engaged in the process and followed brain-based learning.
• The lesson was differentiated as different learning styles were incorporated, like multiple intelligence by Gardner, and Kolb`s method of experiential learning.
• The pre-planned groups for children were made on the basis of learner needs and were given an opportunity to present their learning in the form of a choice board.
• The lesson involved lower-order thinking skill level and higher-order thinking skill level .

Example 2: Topic: Measurement of length by curved line for grade 6

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Step 1: Learning outcomes: Students will be able to:

• Explain why a straight ruler cannot directly measure a curved line.
• Identify precautions to be taken for getting an accurate measurement of a curved line.
• Performs measurement of curved length of object accurately using thread.
• Create rules for correct measurement with a thread/string.

Step 2: Assessment is designed keeping in mind learning outcomes.

Assessment: As learners in pairs measured the length of different curved objects by ruler and thread, they reflected the need to use thread. This was followed by a presentation in think-pair-share.

Step 3: Learning activities to engage the learners, and the role of the teacher is that of a facilitator.

Learning activities: Hands-on activity related to measurement of curved objects using a ruler and thread. Learners collaborated in think-pair-share and reflected on their observation.

Step 4: Reflection to critique the designed lesson plan and reflection after conducting it in the class.

• Learning outcomes were S.M.A.R.T., and were assessed by hands-on activity tasks (Assessment for Learning).
• A mix of learning taxonomies was used like Bloom’s taxonomy( Cognitive domain), Simpson taxonomy( Psychomotor domain), and Krathwohl, Masia, and Bloom(Affective domain).
• The lesson was student-centered and followed a constructivist approach in building the knowledge. Learners were engaged in the process and followed brain-based learning.
• The lesson was differentiated as different learning styles were incorporated, like multiple intelligence by Gardner, and Kolb`s method of experiential learning.
• The pairs were given an opportunity to present their learning in the form of a choice board.
• The lesson involved lower-order thinking skill level and higher-order thinking skill level.

Example 3: Topic: Features of image by a plane mirror for Grade 7

Step1: Learning outcomes: Students will be able to:

• Identify the characteristics of an image formed by a plane mirror.
• Analyse the nature of the image formed by a plane mirror.
• Demonstrate through an activity that the image distance behind the mirror is equal to the object distance in front of the mirror.
• Construct and interpret a simple ray diagram to explain how an image is formed by a plane mirror.
• Apply the concept of lateral inversion to analyse real-life situations.

Step 2: Assessment: Learners perform the experiment with a plane mirror and note the observation in the form of a reflective worksheet. They are able to make a ray diagram using the guided worksheet. Learners are able to discuss the application of the mirrors like periscope, hair dresser, ambulance, rear view mirror etc. shown in devices used in everyday life. Exit ticket, discussion.

Step 3: Learning activities: Hands on activity on nature of image by plane mirror and presentation in think pair share. Discussion on application of plane mirrors in different quiz stations.

Step 4: Reflection: Reflection to critique the designed lesson plan and reflection after conducting it in the class.

• Instruction to learners was differentiated based on learner readiness and content to be analysed. Tiered worksheets were provided, and students were grouped according to their learning needs. (differentiated instruction).
• Learners effectively connected prior knowledge with new concepts using analogies and real-life examples. Advance organizers were used in the introduction. (cognitivism)
• Hands-on activities encouraged scientific observation and reflective thinking which helped students build knowledge on their own. (constructivism).
• Students engaged in peer discussions and collaborative presentations which helped in knowledge construction and improved their social skills. (collaborative learning)
• The lesson involved multi-sensory, hands-on activities and discussion, promoting active engagement of learners and better retention. (Brain based learning)
• Classroom agreements and expectations were discussed to support positive behaviour and smooth classroom management. (Behaviourism)

Example 4: Topic: Methods of separation for grade 6

Step 1: Learning outcomes: Student will be able to:

• Identify different materials found in their surroundings.
• Observe and describe the properties of different materials such as appearance, hardness, texture, solubility and transparency.
• Classify materials into groups based on their observable properties.
• Compare different materials and identify similarities and differences in their properties.

Step 2: Assessment: Learners evidenced their learning by sorting different materials into groups based on their properties. They were able to compare the properties as they presented their findings in the class.

Step 3: Learning activities: Hands on activities as learners were engaged in constructivist approach. Presenting the finding by solving the worksheet.

Step 4: Reflection: Reflection to critique the designed lesson plan and reflection after conducting it in the class.

• Instruction to learners was differentiated based on learner readiness and content to be analysed. Tiered worksheets were provided, and students were grouped according to their learning needs. (differentiated instruction).
• Learners effectively connected prior knowledge with new concepts using analogies and real-life examples. Advance organizers were used in the introduction. (cognitivism)
• Hands-on activities encouraged scientific observation and reflective thinking which helped students build knowledge on their own. (constructivism).
• Students engaged in peer discussions and collaborative presentations which helped in knowledge construction and improved their social skills. (collaborative learning)
• The lesson involved multi-sensory, hands-on activities and discussion, promoting active engagement of learners and better retention. (Brain based learning)
• Classroom agreements and expectations were discussed to support positive behaviour and smooth classroom management. (Behaviourism)

So , we can see in an effective lesson plan, there is an underlying connection between the learning outcomes, assessment (evidenced) in the class, and learning activity. This would be particularly useful for young, inexperienced teachers, as they might include fun activities to engage learners. As shown in example 1 in the measurement of the table using a handspan and ruler. A novice teacher might just do the measurement of the table using a handspan. We notice when using the reverse plan, the activity designed includes measurement of the table using a handspan and ruler and its comparison. This helps in Interlinking learning goals and assessments with it.

By following a reverse plan with practice, an efficient learner centred classroom can be achieved. An effective lesson plan integrates learning goals ,with the skills to be developed and knowledge achieved (evidenced as assessment) and the experience provided to the learners.

Reference list

1. McTighe, J. (2019, September 1). The fundamentals of backward planning. Educational Leadership. ASCD. https://www.ascd.org/el/articles/the-fundamentals-of-backward-planning
2. Suraasa Learn (2026, August 14). Lesson plan: Reverse planning. Suraasa Learn.
3. Teachwire. (2023). Lesson planning [Image]. Teachwire. https://www.teachwire.net/wp-content/uploads/2023/08/Lesson-planning-765x405.png
4. University of New Hampshire. (2020). Backward design model [Image]. Teaching & Learning Resource Hub. https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/styles/max_width_480px/public/media/2020-12/backward-design.jpg