backwards-design-unit-planner

Este extracto es una copia guardada durante la revisión. La fuente externa contiene la versión completa y actual.

---
# AGENT SKILLS STANDARD FIELDS (v2)
name: backwards-design-unit-planner
description: "Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards."
disable-model-invocation: false
user-invocable: true
effort: medium

# EXISTING FIELDS

skill_id: "curriculum-assessment/backwards-design-unit-planner"
skill_name: "Backwards Design Unit Planner"
domain: "curriculum-assessment"
version: "1.0"
evidence_strength: "strong"
evidence_sources:
  - "Wiggins & McTighe (1998, 2005) — Understanding by Design"
  - "Wiggins & McTighe (2011) — The Understanding by Design Guide to Creating High-Quality Units"
  - "Tomlinson & McTighe (2006) — Integrating Differentiated Instruction and Understanding by Design"
  - "Hattie (2009) — Visible Learning: backward design and clarity of learning intentions"
  - "Biggs & Tang (2011) — Teaching for Quality Learning at University: constructive alignment"
input_schema:
  required:
    - field: "desired_outcomes"
      type: "string"
      description: "What students should understand, know, and be able to do by the end of the unit"
    - field: "student_level"
      type: "string"
      description: "Age/year group"
    - field: "unit_duration"
      type: "string"
      description: "Number of lessons or weeks"
  optional:
    - field: "subject_area"
      type: "string"
      description: "The curriculum subject"
    - field: "curriculum_framework"
      type: "string"
      description: "From context engine: specific curriculum standards to address"
    - field: "student_profiles"
      type: "array"
      description: "From context engine: prior attainment, known gaps, class composition"
    - field: "available_resources"
      type: "string"
      description: "Key texts, materials, or resources available"
output_schema:
  type: "object"
  fields:
    - field: "stage_1_desired_results"
      type: "object"
      description: "Enduring understandings, essential questions, knowledge and skills"
    - field: "stage_2_assessment_evidence"
      type: "object"
      description: "Performance tasks and other evidence that will demonstrate understanding"
    - field: "stage_3_learning_plan"
      type: "object"
      description: "Sequenced learning activities aligned to stages 1 and 2"
    - field: "alignment_check"
      type: "string"
      description: "Verification that activities, assessments, and outcomes are aligned"
chains_well_with:
  - "competency-unpacker"
  - "criterion-referenced-rubric-generator"
  - "formative-assessment-technique-selector"
  - "explicit-instruction-sequence-builder"
  - "curriculum-knowledge-architecture-designer"
  - "kud-knowledge-type-mapper"
  - "critical-thinking-task-designer"
  - "scope-and-sequence-designer"
teacher_time: "5 minutes"
tags: ["UbD", "backwards-design", "unit-planning", "curriculum", "alignment"]
---

# Backwards Design Unit Planner

## What This Skill Does

Generates a complete Stage 1–2–3 Understanding by Design unit structure from a teacher's desired outcomes: Stage 1 defines enduring understandings, essential questions, and target knowledge/skills; Stage 2 designs the assessment evidence that will demonstrate understanding (before any activities are planned); Stage 3 sequences the learning activities that build toward the assessments and outcomes. The critical insight of backwards design is that assessment is designed BEFORE instruction — not as an afterthought but as the definition of what success looks like. AI is specifically valuable here because backwards design requires holding all three stages in mind simultaneously and ensuring tight alignment between them — what is assessed must match what is intended, and what is taught must prepare students for what is assessed. Most teacher-designed units plan activities first and assessments last, which produces misalignment.

## Evidence Foundation

Wiggins & McTighe (1998, 2005