The Backward Design Experience

This is something I'd like to talk more about in class. I know checking in with other students' blogs helps, but I feel incomplete on how to connect the "design" of the class to the work we completed on the "assessment" and "results" end of the process. I would not only like to see what other students have to say, along with the professor, but I'm interested in moving past these concerns together to make sure we really are all clear on what we produced together and individually. Does my particular "design" really address or produce answers to the questions we established for "assessment" and "results"? Is it possible my "design" is really just posing as a backward design element, when in fact it's really just a the result of my persistent forward design thinking? I'm not sure if the connection made between the "assessment" and "results" and my "design" is strong enough to deny a "yes" to the question. Also, why do the bullet lists for Professor Hanley's "assessment" and "results" not directly correspond to the text on backward design? I am sure I'm missing that part of the conversation. All this being said, and this may be a result of my failure to understand the assignment, but creating my "design" portion of the process was easy. Imagining the application of the "design" in the classroom is exciting to me and, even if it wouldn't result in aligning with my "assessment" and "results," I would anticipate an engaged group of students motivated by the work. (Perhaps I'm being naive.) Also, Professor Hanley asks, "Is there a better way to play around with 'backward design'"? Out of a conversation together, addressing all of my issues (assuming other students have the same concerns), we might be able to get clear on what other ways we can create "backward design," by first making certain that the work we've produced does in fact fit into the pedagogical approach.