Article 6: Is Backward Design Backward? What Cells Teach Us About Learning

By: Ihab O. Ismail, Ph.D.

Founder | College Prep By Design

Wednesday February 12th, 2025

Backward design has become a dominant framework in curriculum development, guiding educators to start with the end in mind—defining learning goals first, then working backward to design assessments and instruction. This structured approach, championed by Grant Wiggins and Jay McTighe in Understanding by Design (UbD), has reshaped how we think about effective teaching.

But as I reflect on how learning happens in nature, I wonder: Do cells follow a rigid backward design, or is their approach to adaptation more dynamic? And what can this teach us about education?

Backward Design: The DNA of Curriculum Planning

At first glance, backward design and cellular function share a common principle—they both begin with a blueprint. In cells, DNA encodes genetic instructions that determine how proteins are built, guiding an organism’s growth and function. In education, backward design acts as the DNA of curriculum, ensuring that lessons align with well-defined learning objectives.

This structured planning has significant benefits:

?? It prioritizes meaningful learning over arbitrary activities.

?? It keeps assessments aligned with learning goals.

?? It helps educators clarify what matters most in a given subject.

Much like DNA provides a roadmap for cellular processes, backward design ensures that teaching is intentional and goal-driven. But here’s the catch—cells don’t just blindly follow their genetic code. They adapt. They respond to their environment. And sometimes, they even break their own rules.

The Flexibility of Cells vs. The Rigidity of Backward Design

While DNA provides a foundational blueprint, cells do not operate in a strictly linear way. They adjust based on their surroundings:

?? Epigenetics: External factors can switch genes on or off, modifying a cell’s behavior without changing its genetic code. Shouldn’t our education system allow similar flexibility, enabling students to explore beyond rigid learning objectives?

?? Feedback Loops: Cells continuously process information through regulatory pathways, adjusting their function to maintain balance. Could we design more responsive curricula, where learning goals evolve based on students' progress and insights?

?? Mutation & Evolution: Mutations—errors in DNA—are often seen as mistakes but can lead to innovation and adaptation over generations. Could education embrace the idea that deviation from the plan is not failure, but growth?

The biggest critique of backward design is its potential to be too prescriptive—focusing so much on predetermined outcomes that it limits student discovery. If nature followed this rigid approach, life would never have evolved beyond single-celled organisms!

A Hybrid Model: Blending Structure and Adaptability

So, is backward design backward? Not necessarily. It provides necessary structure, much like DNA provides an essential blueprint. But, as with cells, we must balance structure with adaptability.

Imagine an educational approach that:

?? Sets broad learning goals while allowing space for exploration.

?? Uses formative assessments as real-time feedback loops, guiding adjustments.

?? Encourages student-driven inquiry, similar to how cells respond to stimuli.

This hybrid approach would preserve the strengths of backward design while infusing the adaptability of cellular intelligence, making learning organic, evolving, and deeply engaging.

Conclusion: Learning from Life Itself

Education is not just about following a plan; it’s about growing and adapting, much like the cells that sustain us. Backward design is a powerful tool, but when applied too rigidly, it may limit the very creativity, curiosity, and adaptability we seek to cultivate in students.

Perhaps the best curriculum model isn’t one dictated solely by predetermined endpoints, but one that—like life itself—embraces both structure and the unexpected opportunities that arise along the way.

What Do You Think?

How do you balance structured planning with flexibility in learning? Do you find backward design to be effective, or do you think it limits creativity? I’d love to hear your thoughts—drop a comment below and let’s discuss!

The student is at the heart of everything I do. How about you?