Lyndsey Bernard - Instructional Design Document

📒Minicourse Idea:

Curriculum to Constructivism – A Practical Planning Framework for Real-World, Standards-Based Learning

💡 Minicourse Overview

🌍 Real-World Relevance
This minicourse walks educators through a practical framework for designing real-world, constructivist learning experiences that align with academic standards. The process supports teachers in mapping curriculum goals to engaging, authentic tasks that help students apply what they’re learning in meaningful ways.

🕒 Flexible Implementation
Whether implemented during the instructional day, used to enrich small group time, or extended into after-school or project blocks, this approach helps students build deeper understanding while working toward grade-level expectations. The minicourse acknowledges the instructional trade-offs and provides flexible planning strategies educators can adapt to their own context.

🧩 Final Product
Educators will apply this flexible planning framework to design a complete, standards-aligned project-based learning unit. The final product will include scaffolded tasks, vocabulary supports, and assessments that reflect grade-level rigor and real-world relevance.

🔙Identified Issue / Knowledge Gap

In many K–12 systems, educators must follow tightly paced, assessment-driven curricula. While these structures aim to ensure consistency, they often limit opportunities for deeper, student-centered learning such as inquiry, project-based learning, and collaborative problem-solving. These approaches require more time and planning than traditional instruction typically allows.

Although some curricula include real-world word problems, they rarely support sustained, performance-based learning where students apply content in relevant, personally meaningful ways. For example, students may encounter problems about farms or sports teams but lack opportunities to explore how subjects like math, reading, or science can apply to entrepreneurial or real-life contexts that reflect their lived experiences and future goals.

This creates a performance discrepancy between instructional expectations and actual implementation. Educators are expected to foster critical thinking and real-world application, yet often lack a practical framework to plan and deliver these experiences within existing curriculum and assessment constraints.

This reveals a persistent challenge: How can educators bring more meaning, engagement, and relevance into curriculum-driven instruction; especially when time and assessment pressures are real constraints?

👥 Target Audience and Learner Profile

Motivational Design Overview: Applying Keller’s ARCS Model

The Curriculum to Constructivism minicourse was intentionally designed using Keller’s ARCS Model of Motivation to ensure educators stay focused, supported, and motivated as they create meaningful, standards-aligned learning experiences.

🪜 Course Type: Step-by-Step

🧭 Follows a clear, sequential planning path that mirrors how educators build standards-based projects

🔁 Provides a repeatable framework teachers can apply to multiple units across subjects

🧩 Works with existing curriculum materials, focusing on redesign and alignment rather than starting from scratch

📝 Guides participants in drafting a complete unit with scaffolded tasks and aligned assessments

🎯 Supports real-world application by helping educators tailor instruction to meet learner needs and performance gaps

💻 Modality: Asynchornous Online with Optional Weekly HyFlex Support

📅 Runs within a set course term to provide structure while preserving flexibility

⏳ Core content is asynchronous and self-paced, giving educators control over when and how they engage

🗓️ Weekly live sessions and office hours are scheduled in advance for participants seeking real-time support

🔀 Participants can choose to attend live or work independently during the course term

⚖️ Balances accessibility and effectiveness by supporting educators with different schedules and needs

✅ Course Learning Outcomes, Objectives, and Activities

UDL Supports Provided for Each Sessions Content & Activities:

Session 1 📊 Analyze Learning Gaps and Decompose Standards
• An audio walkthrough of reviewing class data reports and highlighting key verbs is provided.
• A downloadable, color-coded flowchart template with built-in labels for skills and concepts is available.
• A closed-captioned screencast demonstrates step-by-step use of the flowchart tool.
Session 2 🧭 Brainstorm Contexts and Align Across Disciplines
• A fillable graphic-organizer PDF is provided for mapping three interest-driven scenarios per flowchart node.
• Learners can submit context ideas as audio recordings or short video reflections in addition to text.
• Written summaries of relevant cross-disciplinary standards with examples are made available.
Session 3 🔨 Plan, Sequence, and Support PBL Tasks
• A template for creating task cards—supporting text, images, or voice notes—is provided.
• A downloadable word-bank with definitions and illustrative icons for the five essential project terms is available.
• A closed-captioned screencast guides learners through sketching and describing differentiated support strategies.
Session 4 ⏱️ Organize Pacing and Reflection
• A color-coded, editable pacing-guide spreadsheet with built-in reflection check-in slots is provided.
• Learners have the option to record reflection checkpoints via voice memo or typed entry.
• Prompt cards in PDF format scaffold the two reflection checkpoints.
Session 5 🎓 Apply, Self-Assess, and Produce Artifact
• The peer-feedback rubric is embedded directly on the discussion page with hover-over explanations for each criterion.
• Learners may upload project-packet components as narrated video walkthroughs or as traditional documents.
• A scaffolded revision-plan template with sentence-starters (“I notice…”) and space for audio notes is provided.

📊Assessment

Session 1 📊 Analyze Learning Gaps and Decompose Standards

Formative Assessment – LMS Quick-Poll Reflection after the “Review class data reports” activity, asking “Which standard did you identify?” and “Which key verb did you extract?”
1. - Aligns to Objective 1: Identify one low-performing standard.
Summative Assessment – Flowchart Submission via assignment drop-box, where learners upload their flowchart of decomposed skills, concepts, and mastery-evidence statements created during the “Use a flowchart tool” activity.
1. - Aligns to Objectives 2–3: Analyze each standard’s components and formulate evidence-of-mastery criteria.

UDL SUPPORT

Audio alternative for the Quick-Poll reflection and a closed-captioned screencast of the flowchart tool.

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Session 2 🧭 Brainstorm Contexts and Align Across Disciplines

Formative Assessment – Discussion Forum Poll Reflection following the “Conduct a class poll” and “Chart top interests” activity, where learners post their chart screenshot with one sentence on how interests shaped a scenario.
- - Aligns to Objective 2: Generate three real-world contexts per objective.
Summative Assessment – Scenario Narrative Upload, in which learners submit a 3–5 sentence scenario that integrates multiple primary-subject objectives and at least one standard from each of two other disciplines after completing the “Map related standards” and “Select scenario” activities.
- - Aligns to Objective 3: Map standards and select the scenario.

UDL SUPPORT

Graphic organizer template (fillable PDF) for mapping contexts and optional audio or video scenario submissions.

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Session 3 🔨 Plan, Sequence, and Support PBL Tasks

Formative Assessment – Peer Review in the LMS forum after the “Create a task card for each objective” activity, where learners share a link to their Google Slide deck, infographic, or site page containing their task cards and comment on two peers’ submissions, noting alignment to objectives.
1. - Aligns to Objective 2: Translate each objective into a real-world task.
Summative Assessment – Task Sequence & Support Package on Google Site or Slide deck, where learners publish their four task cards in logical order, list five vocabulary definitions, and describe two differentiated support strategies on their site or slide and submit the link.
1. - Aligns to Objectives 3–4: Sequence tasks and identify vocabulary and supports.

UDL SUPPORT

Downloadable word-bank template with images, plus the ability to submit task cards as text, video, or infographic.

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Session 4 ⏱️ Organize Pacing and Reflection

Formative Assessment – Minute-Paper Post in the LMS discussion after the “Insert two reflection checkpoints” activity, prompting learners to answer in two sentences which checkpoint they found most valuable and why.
- - Aligns to Objective 2: Embed reflection checkpoints.
Summative Assessment – Pacing Guide Upload via assignment drop-box, where learners submit their completed pacing guide showing task assignments (replace/station/block), labeled reflection points, and adjusted time allocations from the “Compare calendar” and “Redistribute minutes” activities.
- - Aligns to Objectives 1 and 3: Assign each task to a pacing type and adjust durations.

UDL SUPPORT

Fillable pacing-guide spreadsheet and option to record reflection checkpoints via voice memo

______________________________________________________________________________________________________________________________________

Session 5 🎓 Apply, Self-Assess, and Produce Artifact

Formative Assessment – Google Site Peer-Feedback Post, where learners publish their project-packet components to a Google Site and post the link in the LMS forum. Each learner then comments constructively on at least two peers’ sites following the “Use AI to assemble packet” activity.
1. Aligns to Objective 1: Produce a comprehensive project packet artifact.
Summative Assessment – Final Packet & Revision Plan Submission, in which learners upload their complete project packet plus a three-point revision plan based on their self-assessment reflections recorded during the “Apply the rubric” and “Record ‘I notice…’ observations” activities.
1. Aligns to Objectives 3–4: Apply rubric to self-assess and articulate targeted revisions

UDL SUPPORT

Embedded peer-feedback rubric on the discussion page and the choice to present packet components as a narrated slide deck.

🎬 Storyboards and Interactive Modules

Module 1

Link to Storyboard for Module 1

Link to Module 1
Password: UMGC

Module 2

Module 3

Module 4

Module 5

🎓 Subject Matter Experts/ Resources

Ms. Davis, Instructional Coach at Solution Tree
As a nationally recognized professional development developer and facilitator, Ms. Davis leads workshops and webinars on project-based learning and standards alignment. Her insights into adult learning principles and instructional coaching will inform my facilitation strategies and resource design.

Ms. Missouri, National Board-Certified Teacher and Mentor
With deep experience in curriculum and assessment development and as the head of her school’s TAG program, Ms. Missouri offers expertise in differentiating instruction and designing rigorous, standards-based units. Her mentoring will help me refine task scaffolding and inclusive practices.

Devlin Peck, Instructional Designer and YouTube Content Creator
Devlin Peck’s channel provides practical tutorials on rapid e-learning tools, microlearning strategies, and platform comparisons. His clear demonstrations of authoring tools like Articulate Rise and accessible design techniques will guide my asynchronous module development.

🧭 Instructional Design Model - Understanding by Design (UbD)

The Understanding by Design (UbD) model is the best fit for designing my minicourse because it prioritizes planning for transfer, real-world application, and meaningful assessment.

Key reasons for choosing UbD:

🎯 Backward design approach: Starts with learning goals and desired transfer, then maps assessment and instruction.
📚 Alignment with my course: My course guides educators to begin with standards and real-world outcomes, then design tasks that lead to those goals.
🧠 Focus on understanding: UbD supports deeper thinking and relevance, which is central to helping teachers design authentic, student-centered learning experiences.
🧩 Flexible yet structured: Compared to linear models like ADDIE or detailed ones like Dick and Carey, UbD allows for adaptability while maintaining clarity.
✅ Real-world performance: The emphasis on performance-based tasks directly reflects the goals and assessments built into my minicourse.

🧭 Learning Theory

💻 Digital Media

Overview

Link to Overview Video: Course Intro/Overview - YouTube

Media for Objective 1

Link to Audio File for Decomposing Standards Infographic

Link to Audio File for Extending Standards with Bloom's Taxonomy

Link to 4A Framework Video: https://youtu.be/k-eVTo9XkWc

Media for Objective 2

Media for Objective 3

Media for Objective 4

Media for Objective 5

Media for Objective 6

Digital Media Checklist

The embedded checklist opens to the blank form on page one. To view the applied checklists connected to the digital media referenced in this project, use the tabs at the bottom of the embedded page to navigate between lists.

References

Minicourse Overview

Arundel, K. (2021, June 30). ISTE 2021: 4 ways to make project-based learning work online. K–12 Dive. https://www.k12dive.com/news/4-ways-to-make-project-based-learning-work-online/602592/
Lawless, C. (n.d.). What is project-based learning? A guide for corporate trainers. LearnUpon Blog. https://www.learnupon.com/blog/what-is-project-based-learning/
PBLWorks. (2010, December 9). Project-based learning: Explained [Video]. YouTube. https://www.youtube.com/watch?v=LMCZvGesRz8
What is PBL? (n.d.). Buck Institute for Education. https://www.pblworks.org/what-is-pbl

Course Learning Outcomes and Objectives

University of Maryland Global Campus. (2024). Course learning outcomes (terminal) vs. learning objectives (enabling). Brightspace.
Andreev, I. (2024, May 3). Learning outcomes. Valamis: Knowledge Hub. https://www.valamis.com/hub/learning-outcomes
Phan, C. (2023, May 15). 7 best practices for writing course objectives. eLearning Industry. https://elearningindustry.com/best-practices-for-writing-course-objectives
The American Women’s College. (n.d.). Learning outcomes and objectives. Course Development Handbook, Bay Path University. https://open.baypath.edu/coursedevelopment/chapter/program-level-objectives

Identified Issue / Knowledge Gap

Grant, A. (2019, November 7). The myth of learning styles — And why you should still design for them. PCMA. https://www.pcma.org/adam-grant-myth-learning-styles/
Carpentries. (2023, July 10). Collaborative lesson development training: Identifying your target audience. https://carpentries.github.io/lesson-development-training/03-audience.html
Community Team. (n.d.). How to do an e-learning audience analysis. E-Learning Heroes. https://community.articulate.com/articles/how-to-do-an-e-learning-audience-analysis
Pandey, A. (2020, January 28). L&D guide series: How to use an audience analysis and learner personas. eLearning Industry. https://elearningindustry.com/how-use-audience-analysis-and-learner-personas

Target Audience

University of Maryland Global Campus. (2024). Identifying a target audience and learner profile for the IDD. Brightspace.
JeopardyLabs. (n.d.). PNC conversation [Online game]. Retrieved April 7, 2025, from https://jeopardylabs.com/play/pnc-conversation

Course Type & Modality

Bates, T. (2022). Teaching in a digital age (3rd ed.). BCcampus. https://ecampusontario.pressbooks.pub/gccomm/sectioninfo
Dinia, I. (2023, January 22). How to use gamification in eLearning for maximum engagement and effectiveness. eLearning Industry. https://elearningindustry.com/how-to-use-gamification-in-elearning-for-maximum-engagement-and-effectiveness
KnowledgeOne. (2022, October 5). Gamification [Video]. YouTube. https://www.youtube.com/watch?v=FbzT4oX6swc
Walter, Z. (n.d.). What is gamification? Gamify. https://www.gamify.com/what-is-gamification/

Learning Activities

Institute for Teaching and Learning Innovation. (2021, July 2). Designing learning activities. The University of Queensland, Australia. https://itali.uq.edu.au/teaching-guidance/teaching-practices/designing-learning-activities
University of Tasmania. (n.d.). Examples of learning activities. https://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-activities/examples-of-learning-activities
Center for Teaching and Learning. (2023, January 18). Creating variety in learning activities. Boise State University. https://www.boisestate.edu/ctl/blog/2023/01/18/creating-variety-in-learning-activities/

Final Deliverables

McLeod, S. (2024, February 1). Gagne’s conditions of learning theory. Simply Psychology. https://www.simplypsychology.org/conditions-of-learning-gagne.html
Devlin Peck. (2020, June 5). Gagne’s nine events of instruction [Video]. YouTube. https://www.youtube.com/watch?v=-31fCUQ2htU

Assessment

Formative assessment—10 key questions. (2017, January). Wisconsin Department of Public Instruction. https://dpi.wi.gov/sites/default/files/imce/strategic-assessment/Formative_Assessment_10_key_questions.pdf
Baker, J. (2015, July 17). What is summative assessment? Examples, importance & more. SplashLearn. https://www.splashlearn.com/blog/what-makes-summative-assessment-powerful-tool-for-teachers/
Beard, E. (2023, June 22). What is formative assessment? NWEA. https://www.nwea.org/blog/2023/what-is-formative-assessment/
Miller, B. (2020, April 28). Summative assessment in distance learning. Edutopia. https://www.edutopia.org/article/summative-assessment-distance-learning
Stanford Teaching Commons. (n.d.). Creating learning outcomes. Stanford University. https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/course-planning/creating-learning-outcomes

Instructional Design Model – Understanding by Design (UbD)

Pappas, C. (2015, May 20). Instructional design models and theories: Keller’s ARCS model of motivation. eLearning Industry. https://elearningindustry.com/arcs-model-of-motivation
OpenAI. (2024). ChatGPT (Version 4) [Large language model]. OpenAI. https://chat.openai.com
Prompt: Review my instructional design draft to identify which elements are present or missing (ZPD, scaffolding, ARCS, 5E model), provide feedback, and help revise for clarity and tone.

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