assessment The primary starting point for backward design is to become familiar with the standards/outcomes for the grade level and curriculum being taught. The second part of curriculum planning with backward design is finding appropriate assessments. It can be difficult for "traditional" educators to switch to this model because it is hard to conceptualize an assessment before deciding on lessons and instruction. The idea is that the assessments (formative or summative) should meet the initial goals identified. Wiggins and McTighe (2008) also utilize the "WHERE" approach during the assessment stage of the process. W stands for students knowing where they are heading, why they are heading there, what they know, where they might go wrong in the process, and what is required of them. H stands for hooking the students on the topic of study. E stands for students exploring and experiencing ideas and being equipped with the necessary understanding to master the standard or outcome being taught. R stands for providing opportunities for students to rehearse, revise, and refine their work. E stands for student evaluation. Other models of instructional design ADDIE model of design Most models of instructional design follow the core elements found in the ADDIE model of design: analyze (designer develops an understanding of the desired outcomes and the learner's knowledge and skills); design (documents learning outcomes, assessment tools, exercise and content); develop (creating the learning materials); implement (the created learning materials are distributed to the learners); and evaluate (the effectiveness of the learning materials is assessed and documented). Many instructional designers and training developers use the ADDIE model as a generic process for creating other models. This model is purposely not designed to be followed in a linear step-by-step fashion, but rather is circular so that it is possible to re-trace steps once data have been collected and analyzed. Dick and Carey model (also known as the systems approach model) The Dick and Carey model is made up of nine different stages which are meant to be executed in parallel, rather than linear, fashion, but this model still follows the same basic instructional design pattern of the ADDIE model, as does backward design. The Dick and Carey model focuses on the interrelationship between context, content, learning and instruction, and addresses instruction as an entire system. In this model, all of the components of this model work together to enable learners to meet the desired learning