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Instructional Design
Instructional Design
Algebra I: Polynomials & Quadratics Course
Algebra I: Polynomials & Quadratics Course
What are your subject, level of instruction, and intended audience?
6th, 7th, and 8th grade GT students in my Algebra I course
What are the key institutional documents (i.e. syllabus, outline, accreditation standards, etc.) that will influence your design process?
Syllabus, course calendar, anchor charts
What design approach have chosen? Why?
For this course, I will utilize a blended learning environment. This is how I run my classes currently, and I find this design offers the best of in person instruction with a technology enhancement that maximize efficiency and student feedback.
Who controls the learning?
The teacher facilitates the direct teaching and in person learning activities, but the students manage their resources, activities, and assessments independently in the LMS.
Are you using competency-based education (CBE) or outcome-based education (OBE)? Why?
I am using competency-based education for this course, because there is a standardized End of Course state assessment for Algebra I that is required for high school graduation in Texas.
How will you balance assessment Or/For/As learning?
Assessment FOR Learning: Students will participate in daily formative assessments that provide feedback in real time so that they can self-evaluate their mastery and take measures to supplement instruction with more online resources, attend in person tutorials, or update their course notes to reflect their learning through mistakes.
Assessment OF Learning: Students will participate in formative quizzes and summative unit tests that will serve as checkpoints to evaluate their mastery. From these assessments, students will receive teacher feedback and develop next steps for enhancing or remediating their understanding.
Assessment AS Learning: At the culmination of the course, students will reflect on how their note-taking, practice efforts, and time management impacted their overall mastery of content and develop next steps for subsequent units of study.
Are you moving your learners into deeper learning? If not, why not?
I am moving my learners into new learning that will be tested as a requirement for graduation. At the point where students will need this course, they are learning the foundations of quadratic functions and need to be well-versed in how to describe and manipulate them so that they will be able to apply this learning to real-world problems in Algebra 2 and Physics.
Share a fully developed design map/document (i.e. Outcome Map, 3 Column Table, etc.)
Share an implementation outline or schedule.
Course Design and Introduction:
The course homepage is set to the calendar, providing students with a clear view of upcoming assignments. The "Start Here" module contains essential resources, including the syllabus, a link to the calendar, and DeltaMath enrollment instructions. A General Resources module holds classroom anchor charts and explains course materials.Instructional Design and Structure:
The course follows a blended learning model, incorporating asynchronous digital materials with in-person, teacher-led support. Weekly modules begin with student-friendly learning targets based on TEKS. All activities align with state standards and unit summatives.Student-Centered Approach:
The course is both teacher-led and student-driven. Students have flexibility in their learning paths, with options for review activities, bonus work, and additional practice. Modules follow a logical sequence, but students may choose the order they complete tasks.Instructor Role:
The instructor acts as a facilitator and coach, guiding students through content and providing resources and targeted support as needed.Course Format:
This blended course combines classroom sessions with digital activities for independent practice and feedback. Self-introductions are in the syllabus to build rapport and community.Synchronous/Asynchronous Balance:
The course is mostly synchronous in-class but allows asynchronous flexibility for absentees to stay on track with digital content.Student Support:
With resources synced to district Google accounts, support needs are minimal and primarily focused on deadline extensions or login assistance. Real-time or email support is provided as needed.
Digital & Physical Course Resources
Digital & Physical Course Resources
Digital Resources
Web-based software that provides practice opportunities and provides immediate feedback. This software tracks assignment completion and accuracy.
Web-based educational gaming software that offers a variety of game modes to practice math content. Immediate feedback is provided and correct answers are rewarded with game advantages. Games can be played live as a group or individually asynchronously.
Web-based graphing calculator that is embedded in the state standardized testing software. This site also has a Classroom component where math activities can be assigned to students and feedback is given in a variety of ways - sometimes immediate, sometimes self-checking, sometimes with teacher commentary added upon assessment. Activities include card sorts, graphing, making observations, discussing student ideas and work, and many, many other structures depending on how the activity creator coded the activity.
Web-based video content moderator that allows questions to be embedded within instructional videos. Students receive immediate feedback and are able to learn new material via video while being engaged in answering questions.
Physical Resources
Riddle Worksheets
Marcy, S., & Marcy, J. (1983). Algebra With Pizzazz! Series. Creative Publications.
Concept Practice
Kanold, T., Burger, E., Dixon, J., Larson, M., Leinwand, S. (2014). Algebra I (1st ed.). Houghton Mifflin Harcourt.
Implementation Video
Implementation Video
Usability & Reflection
Usability & Reflection
Through building this course for my accelerated GT Algebra I students, I saw that simplicity with flexibility is the key to creating a successful digital course, at least when it comes to a course designed for middle school students. A consistent format and predictability allow students to navigate a course more easily. In this process, I learned that my skills in building digital courses are very well suited to a middle school learner, as my students thought the structure and content made sense and helped them be successful in their learning.
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