Instructional Design 

Subject, Level of Instruction, and Intended Audience:

• Subject: STEM Education (specifically focusing on environmental science and engineering principles)

• Level of Instruction: Middle School (7th grade)

• Intended Audience: 7th grade students interested in exploring the impact of human activity on watersheds, catastrophic events, and ecological succession through hands-on projects. 

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Key Institutional Documents:

• Texas Essential Knowledge and Skills (TEKS) for Science: TEKS 7.8B, 7.8C, and 7.10C will guide the course content and learning objectives.

• District Curriculum Guidelines: These guidelines will provide additional context and expectations for the course design.

• Accreditation Standards: Any relevant accreditation standards will be considered to ensure alignment with educational quality benchmarks.

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Design Approach:

• Project-Based Learning (PBL): PBL was chosen for its effectiveness in promoting deeper understanding, critical thinking, and problem-solving skills. It also aligns with the hands-on, inquiry-based approach desired for this course, allowing students to explore real-world issues and develop solutions collaboratively.

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Who Controls the Learning:

• In this student-centered approach, learners take an active role in designing, building, and presenting their prototypes. While the instructor serves as a facilitator and guide, students ultimately control their learning journey through exploration, inquiry, and collaboration.

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Competency-Based Education (CBE) or Outcome-Based Education (OBE):

• Outcome-Based Education (OBE) is employed to ensure a focus on clear, measurable learning outcomes. OBE aligns with the objectives of the course, emphasizing mastery of essential skills and knowledge related to the impact of human activity on watersheds and ecological systems.

 

Balancing Assessment Or/For/As Learning:

• Assessment For Learning (Formative Assessment): Ongoing formative assessments will provide feedback to students and inform instructional decisions throughout the course. These assessments will focus on monitoring student progress, identifying areas for improvement, and guiding further instruction.

• Assessment As Learning (Summative Assessment): The summative assessment will evaluate students' understanding and application of course concepts by assessing their prototype designs and presentations. This assessment serves as a culmination of their learning experience, demonstrating mastery of the learning outcomes.

 

Moving Learners into Deeper Learning:

• The course design promotes deeper learning by engaging students in hands-on, inquiry-based projects that require critical thinking, problem-solving, and collaboration. Through designing, building, and presenting their prototypes, students apply their knowledge to real-world problems, fostering a deeper understanding of the concepts and their practical applications.

 

Fully Developed Design Map/Document:

• A 3 Column Table will be utilized to align learning outcomes, assessments, and activities, ensuring coherence and alignment throughout the course.