Instructional Design

The Online Blended Coaching Strategy is designed to transform professional learning by shifting from passive sessions to active, authentic, and engaging experiences.  For this shift to be successful, instructional design must be strategic with clear learning outcomes, and organizational structures must adapt to support the Online Blended Learning Environments course.  In developing my approach, I prioritized a meaningful and effective learning experience by aligning content with both my instructional focus and audience.  I incorporated elements of competency-based and outcome-based education to ensure clarity, relevance, and real-world application.  This included well-defined goals, thoughtfully designed assessments that support learning of, for, and as learning, and a strong emphasis on deeper learning as well as a small percentage of time to cover some content.  To ensure alignment with district needs, I analyzed a range of data, including math learning walks, feedback forms, and both formal and informal assessments.  By intentionally creating a learner-centered environment, participants are empowered to take ownership of their learning in an outcomes based education to access deeper and meaningful learning (Harapnuik, 2020).

Course Design Decisions: Explained in One Short Video

The Research and Rationale Behind the Course

Big Hairy Audacious Goal

BHAG

By the end 2025-2026 school year, 100% of academic coaches will have successfully designed an learner-centered online blended learning environment for elementary math campuses that empowers learners to take ownership of their education, fosters meaningful collaboration, integrates technology, and promotes critical thinking, all while continuously reflecting on and refining their teaching practices to ensure sustainable, impactful learning outcomes, as measured by math MAP assessment and district assessments.

Three Column Table

References