Instructional Design
What are your subject: Mathematics
Level of instruction: 7th grade (Middle School)
Intended audience: 7th grade math students
What are the key institutional documents (i.e. syllabus, outline, accreditation standards, etc.) that will influence your design process?
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TEKS (Texas Essential Knowledge and Skills): State-mandated curriculum standards that outline the mathematical concepts and skills students are expected to learn at each grade level.
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Course Scope & Sequence: Outlines the sequence of topics and concepts to be covered throughout the academic year, aligned with the TEKS and instructional goals.
What design approach have chosen? Why?
The chosen design approach will be a blended model, combining elements of both direct instruction and inquiry-based learning. This approach allows for a balance between teacher-led instruction to introduce new concepts and student-centered activities that promote active engagement and deeper understanding.
Who controls the learning?
While the educator facilitates the learning process and provides guidance, students ultimately control their learning through active participation, exploration, and inquiry. Students are encouraged to make choice, take ownership of their learning by having their own voice, and have authentic learning(COVA) while collaborating with peers, and reflecting on their understanding.
Are you using competency-based education (CBE) or outcome-based education (OBE)? Why?
The approach aligns more closely with Outcome-Based Education (OBE), which focuses on defining clear learning outcomes and aligning instructional activities and assessments to ensure students achieve those outcomes. OBE emphasizes mastery of essential mathematical knowledge and skills (TEKS), preparing students for success in future academic pursuits and real-world applications.
How will you balance assessment Or/For/As learning?
Assessment will be balanced across three domains: Assessment Of Learning (summative assessments to evaluate student achievement against predetermined standards), Assessment For Learning (formative assessments to monitor student progress and provide feedback for improvement), and Assessment As Learning (opportunities for students to reflect on their learning and self-assess their understanding). This balanced approach ensures that assessment serves both evaluative and instructional purposes.
Are you moving your learners into deeper learning? If not, why not?
Yes, the design aims to move learners into deeper learning by providing opportunities for exploration, critical thinking, and problem-solving. Students will engage in authentic mathematical tasks and projects that require them to apply their knowledge to real-world situations, fostering deeper understanding and transfer of learning. This approach encourages students to explore concepts beyond basic understanding and develop higher-order thinking skills.
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